Fundamentación del área

El espacio de Lengua y Cultura III corresponde al tercer año de estudios, es correlativo a Lengua y Cultura II y es pre-requisito para cursar Lengua y Cultura IV.

El propósito de esta cátedra, como herramienta instrumental y formativa, es ofrecer a los futuros docentes la posibilidad de estimular una sensibilidad estética, adquirir un bagaje cultural, y de desarrollar estrategias de lectura crítica y de análisis discursivo que les permitan lograr un entendimiento más acabado sobre la estilística, la cultura y el uso de la lengua en cada uno de los textos a trabajar. Se propone entregar al alumno herramientas para la (re)construcción y (re)creación de significados, tanto en el contexto de producción como recepción, inmediata y posterior. Lengua y Cultura III apunta a la creación de un perfil profesional crítico y reflexivo no solo a través del lenguaje, sino en él.

De esta manera, esta asignatura tiene como objetivo acercar a los futuros docentes al ámbito de las expresiones artísticas, los acontecimientos históricos, los fenómenos culturales y literarios acaecidos durante los siglos XVIII y XIX. Para ello, se proveerán redes referenciales, un marco crítico y técnicas de análisis que hagan más accesible la cosmovisión de la relación entre el sujeto, el mundo y el lenguaje.

Lengua y Cultura III tiene como finalidad seguir desarrollando las múltiples habilidades adquiridas por los futuros docentes mediante el enfoque de los fenómenos históricos y literarios por estudiar, para así contribuir a sus propias prácticas críticas y reflexivas como lectores, escritores, comunicadores y futuros formadores.

El estudio de la lengua y la cultura será abordado desde dos perspectivas diferentes pero integradas: por un lado se analizarán los principales eventos, ideas y movimientos que tuvieron lugar durante los siglos XVIII y XIX. Por otro, se analizarán manifestaciones y fenómenos literarios y contextualizados en período a estudiar. Estas piezas ofrecerán a los alumnos la posibilidad de apreciar la belleza de las mismas así como también de tener una exposición intensiva y extensiva del idioma inglés Además, la discusión de las problemáticas, los argumentos, los personajes y los hechos apuntan a ejercitar la lengua oral.



EXPECTATIVAS DE LOGRO

Al finalizar Lengua y Cultura III se espera que los alumnos, de manera autónoma, puedan:

· Comprender y analizar libros de texto, cuentos y cuentos cortos, novelas, enciclopedias, revistas especializadas, poesías, diarios personales, videos, fuentes históricas, poemas y canciones, anuncios, entrevistas, artículos periodísticos.
· Producir resúmenes, informes, cuadros sinópticos, análisis literario, historia/cuento, ensayo literario. Diálogo, debate, (re)narración, descripción, argumentación a favor y en contra, exposiciones.
· Leer textos de forma reflexiva y crítica.
· Dominar el sistema lingüístico de la Lengua Extranjera para la comprensión y producción de textos escritos y orales con los patrones discursivos seleccionados en situación de comunicación significativa y eficaz
· Analizar de forma fundamentada los diferentes tipos de discurso desarrollados en el año.
· Analizar fundamentada y adecuadamente los textos didácticos utilizados en la práctica.
· Utilizar adecuadamente de los discursos del aula a nivel fonológico, morfológico, semántico y sintáctico.
· Apreciar de la lengua como producto histórico-cultural del pueblo que la construye.
· Adquirir y utilizar un metalenguaje del aula.
· Desarrollar un espíritu crítico con respecto a las lenguas y a su influencia en la cultura de los pueblos que las hablan.
· Desarrollar una actitud favorable hacia el perfeccionamiento y la formación permanente.
· Integrar de los conocimientos adquiridos en los diferentes espacios y perspectivas.
· Reflexionar sobre las competencias requeridas para el desempeño del rol docente responsable, comprometido e informado.
· Cuestionar y cuestionarse, para dudar, conmocionarse, para enseñar y, simultáneamente, aprender de los otros.
· Interpretar y evaluar críticamente situaciones de enseñanza-aprendizaje de lenguas extranjeras.

Language and Culture 2019

https://www.teachhub.com/tips-creating-welcoming-classroom-environment

Using graded readers in the Classroom

Themes in Dr Jekyll and Mr Hyde

Women and Femininity

Female characters in Dr. Jekyll and Mr. Hyde seem to be passive and weak. The firstone to appear is a young girl trampledover by Mr. Hyde. Although she is "not much the worse, more frightened,"she still shouts and people come to help her. The next woman is a maid who is a witness to Carew's murder. After witnessing the murder, she faints, awakening long after the murderer is gone. She is a passive spectator. There is much speculation as to the reasons for the absence of females in the story; one particularly compelling argument is that women function as moral bedrocks in most Victorian novels. They’re supposed to be beacons of good moral influence. In Dr. Jekyll and Mr. Hyde therefore, women may have unnecessarily complicated the story.

Religion

God and Satan figure prominently in this text, as well as many general references to religion and works of charity. As part of their intellectual lives, the men in the novel discuss various religious works. One sign of Mr. Hyde’s wickedness, for example, is his defacing Dr. Jekyll’s favorite religious work. Mr. Hyde is also frequently likened to Satan.

Violence

This novel details two crimes of violence against innocent and helpless citizens: first, a little girl, and second, an elderly man. The violence in the novel centers on Mr. Hyde, and raises the question as to whether or not violence is an inherent part of man’s nature.

Lies and Deceit

In Dr. Jekyll and Mr. Hyde, the plot is frequently driven forward by secrecy and deception; Mr. Utterson doesn’t know the relationship between Dr. Jekyll and Mr. Hyde, and he wants to find out. Also, by omitting the scenes of Mr. Hyde’s supposedly crazy debauchery, Stevenson allows our imaginations to run to wild and eerie places.

Curiosity

In Dr. Jekyll and Mr. Hyde, curiosity drives the characters to seek knowledge. This curiosity is either suppressed or fulfilled in each character. Curiosity lacks any negative connotation; instead, characters who do not actively seek to unravel the Jekyll and Hyde mystery may be viewed as passive or weak. Finally, the characters’ curiosities are, to some degree, transferred over to the reader; we seek to solve the puzzle along with Mr. Utterson.

Appearances/Reputation

Appearances figure in the novel both figuratively and literally. Dr. Jekyll definitely wants to keep up a well-respected façade, even though he has a lot of unsavory tendencies. In a literal sense, the appearances of buildings in the novel reflect the character of the building’s inhabitants. Dr. Jekyll has a comfortable and well-appointed house, but Mr. Hyde spends most of his time in the "dingy windowless structure" of the doctor’s laboratory. Other disreputable quarters of London are described as well, the stomping ground of Mr. Hyde.

Friendship

Friendship in Dr. Jekyll and Mr. Hyde serves to drive the plot forward. Aside from human curiosity, Mr. Utterson is compelled to uncover the mystery of the evil man because of his friendship with Dr. Jekyll. In trying to unravel the secret, his many friendships deliver crucial pieces of information. In this sense, friendship acts as both a motivator and an enabler. As for the friendship between Dr. Lanyon and Dr. Jekyll, it’s certainly not as unconditional as the loyalty Mr. Utterson bears for Dr. Jekyll. Instead, it’s fraught with competition, anger, and eventually an irreconcilable quarrel. We see that friendships can be ruined by differences of opinion.

Repression

Repression is indisputably a cause of troubles in Dr. Jekyll and Mr. Hyde. The repression here is that of Victorian England: no sexual appetites, no violence, and no great expressions of emotion, at least in the public sphere. Everything is sober and dignified, and you’re really not supposed to be happy. (That would somehow take away from your focus on morality). The more Dr. Jekyll’s forbidden appetites are repressed, the more he desires the life of Mr. Hyde, and the stronger Mr. Hyde grows. This is clearly demonstrated after Dr. Jekyll’s two-month hiatus from donning the visage of Mr. Hyde; Dr. Jekyll finds that the pull to evil has been magnified after months of repression.

Good vs. Evil

Good vs. evil is basically the novel’s biggest theme. More specifically, Dr. Jekyll and Mr. Hyde is easily viewed as an allegory about the good and evil that exist in all men, and about our struggle with these two sides of the human personality. In this book, then, the battle between good and evil rages within the individual. The question is which is superior. Since Hyde seems to be taking over, one could argue that evil is stronger than good. However, Hyde does end up dead at the end of the story, perhaps suggesting a weakness or failure of evil. The big question, of course, is whether or not good can be separated from evil, or whether the two are forever intertwined. 

Shmoop Editorial Team. (2008, November 11). Strange Case of Dr. Jekyll and Mr. Hyde Theme of Women and Femininity. Retrieved November 11, 2018, from https://www.shmoop.com/jekyll-and-hyde/women-femininity-theme.html

From Hell: Film analysis

The Strange Case of Dr Jekyll and Mr Hyde

From Hell - Film Analysis

From Hell

Choose ONE task to carry out while watching the film and select a scene to analyse. 

1. Define what eurocentrism is and mention its characteristics in form of binary oppositions. How is it made manifest in the film?
2. How is ethnicity presented in the film? Select a scene where the topic of conversation is ethnic differences. Analyse the dialogue using Foucault’s approach taking into consideration the definitions of power, discourse and the gaze.
3. How is femininity presented in this text? Using gender studies select a scene where the life of the prostitutes is depicted in relation to patriarchal ideology.
4. Analyse the context of culture presented in the movie. In order to do so you need to work on the following concept: imperialism. How is imperialism depicted in the film? Pay attentio to symbols carrying Queen Vicoria's image.
5. From Hell may be considered a hybrid from the perspective of genre classification. On the one hand, this text may be considered as a horror film. On the other hand, it may be considered as crime fiction/detective fiction. Taking genre theory into consideration elaborate two lists of what you consider are the textual characteristics of both genres.
6. How is the medical profession presented in this film? What kind of power do doctors exert on the female body? Use gender studies and Foucaut’s approach to analyse one scene where the manipulation of the female body at the hands of science is shown.