Search

This article intends to showcase violence through its multiple perspectives or dimensions, and analyse its influence in the identification process experienced during Mapuche childhood. To do so, we will tackle the notion of acculturation and of generational transmission. We will also propose a reflexive outlook on the concept of reality by part of the struggling cultures as a means of understanding the conflict, besides the evident aspects related to territory and resources. We intend to formulate a psychoanalytic interpretation of the conflict from the perspective of the Mapuche subject and community.

The present study aimed to investigate how different Voice Onset Time (VOT) patterns are categorized by native speakers of American English and Brazilian Learners of English. American English and Brazilian Portuguese diverge as to the voicing pattern of plosive consonants, for the VOT cue plays different roles in the distinction between voiced and voiceless consonant categories in each system. This study contrasted four VOT patterns (Negative VOT, Zero VOT, Positive VOT and a manipulated pattern, named Artificial Zero VOT) in two perceptual tasks (AxB discrimination and identification tests), and verified how the two groups of participants categorized these patterns. Results reinforce the idea that speech perception is multimodal and, therefore, the action of multiple cues must be taken into account when we consider phonetic-phonological processes.

This essay is an annotated compilation of the various factors that have prevented Richard Yates of achieving full appreciation, and from enjoying critical acclaim and popular recognition. It acknowledges Yates’s relevance to world literature and his influence in the American literary scene. The text also discusses the repercussions and side-effects of writing about universal and timeless values no one wants to hear, admit, or identify; as provided by the opinions and arguments that specialized critics offered for consideration.

Thinking about education in general and about the advances that have been coming up, brings us to reflect on the proposal of the inclusive school. The Brazilian educational policies point in this direction and new propositions appear to the school in order to understand how to make significant changes in the daily education. Accordingly, this article is to hold a discussion regarding the identification of students with high abilities/giftedness, articulating with some ideas proposed by the inclusive education. It is with that highlight the importance of identifying these students for a more genuine inclusion of these students in the educational context. In this sense, is used as input theoretical Gardner (1995), Renzulli (2004), Perez (2004), Virgolim (2007), Vieira (2005), among other authors who assist in the discussion of this issue. The considerations made about the high abilities and their process of identification highlight the importance of a great attention facing the process of identification and relevance of this to the actual inclusion of students with high skills in the educational context. Since they are not identified, these students may not be receiving the necessary guidance to learn and develop their potential, often distancing themselves from colleagues and friends. Thus, it is a debate about the appropriate identification of these students and how it can contribute to the inclusion of them.