sábado, 11 de septiembre de 2010

We don't need no education


SERIA ACASO POSIBLE ENCONTRAR, EN ESTE MUNDO, ALGUN ARTI CULO ACA DEMICO SOBRE tHE wALL

QUIEN SABE

ALGUN DIA...“



¡Tu!, ¡si, tu!, quédate quieto muchacho!”
When we grew up and went to school Cuando crecimos y fuimos a la escuela
there were certain teachers habían ciertos profesores
who would hurt the children any way they could quienes lastimarían a los chicos de cualquier forma que pudiesen
By pouring their derision Derramando sus burlas
upon anything we did hacia cualquier cosa que hiciésemos
exposing every weakness señalando cada debilidad
however carefully hidden by the kids por más que los niños las ocultaran
But in the town it was well known Pero en el pueblo era bien sabido
when they got home at night cuando llegaban a casa por la noche
their fat and psychopathic wives would thrash them sus gordas y psicópatas esposas
within inches of their lives a golpes los molían
We don't need no education No necesitamos nada educación
we don't need no thought control nada de control de la imaginación
no dark sarcasm in the classroom ni oscuros sarcasmos en las aulas
teacher, leave them kids alone maestro, deja a tus alumnos en paz
Hey, Teacher, leave those kids alone! ¡Maestro, deja a tus alumnos en paz!
All in all it's just another brick in the wall A fin de cuentas todo es solo un ladrillo más en la pared
all in all you're just another brick in the wall a fin de cuentas has de ser un ladrillo más en la pared
We don't need no education No necesitamos nada educación
we don't need no thought control nada de control de la imaginación
no dark sarcasm in the classroom ni oscuros sarcasmos en las aulas
teachers, leave those kids alone maestro, deja a tus alumnos en paz
Hey, Teacher, leave those kids alone! ¡Maestro, deja a tus alumnos en paz!
All in all you're just another brick in the wall A fin de cuentas has de ser un ladrillo más en la pared
all in all you're just another brick in the wall a fin de cuentas has de ser un ladrillo más en la pared
"Wrong, do it again!" “mal, ¡háganlo de nuevo!”
"if you don't eat your meat, you can't have any pudding “si no se comen su carne no pueden tener nada de pudín”
how can you have any pudding if you don't eat your meat?" “¿como pueden comer pudín si no se comen su carne?”
"you! Yes, you behind the bikesheds, stand still laddy!" “tu, si tu niño, estáte quieto muchacho!”





3 comentarios:

  1. Kiddolinfen09, YOU ARE A MORON!!!!!!!! College = Slave Complacency Training!!!!! [strangles Kiddolinfen around neck] THE GODDAMN GOAL *IS* TO GET THESE WORTHLESS DRAFT ANIMALS INTO DEBT!!!!!!!!!!!!!!! The elite could care less about their frivolous trivia memorized sitting on their lazy asses in their slave-classroom-seats!!!!

    DRLAPAGLIA 2 months ago

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  2. http://www.naeyc.org/files/yc/file/200707/OfPrimaryInterest.pdf
    http://socyberty.com/education/the-classroom-setting-up/
    http://ijm.sagepub.com/content/26/1/63.abstract.html.es
    http://www.amazon.com/Ideal-Classroom-Setting-Selectively-Child/dp/0971480001
    http://www.eduplace.com/rdg/res/classroom.html
    http://www.addinschool.com/elementary/roomsetup.htm
    http://forum.wordreference.com/showthread.php?t=387512
    http://www.google.es/#q=%22classroom+setting%22&hl=es&prmd=i&ei=ve-LTIvPCt3c4wbQvv2QCg&start=10&sa=N&fp=f81c8647baad96e8
    http://www.google.es/#hl=es&q=%22free-seat+classroom%22&aq=&aqi=&aql=&oq=%22free-seat+classroom%22&gs_rfai=&fp=f81c8647baad96e8
    http://www.google.es/search?sourceid=chrome&ie=UTF-8&q=hierarchy+classroom
    http://www.google.es/search?sourceid=chrome&ie=UTF-8&q=hierarchy+classroom

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  3. How dogs dream: Amazonian natures and the politics of transspecies engagement
    EDUARDO KOHN
    Article first published online: 7 JAN 2008

    Keywords:
    anthropology of life;human–animal relations;nonhuman selves;Amazonia;semiotics;perspectivism;multinaturalism
    Under the rubric of an “anthropology of life,” I call for expanding the reach of ethnography beyond the boundaries of the human. Drawing on research among the Upper Amazonian Runa and focusing, for heuristic purposes, on a particular ethnological conundrum concerning how to interpret the dreams dogs have, I examine the relationships, both intimate and fraught, that the Runa have with other lifeforms. Analytical frameworks that fashion their tools from what is unique to humans (language, culture, society, and history) or, alternatively, what humans are commonly supposed to share with animals are inadequate to this task. By contrast, I turn to an embodied and emergentist understanding of semiosis—one that treats sign processes as inherent to life and not just restricted to humans—as well as to an appreciation for Amazonian preoccupations with inhabiting the points of view of nonhuman selves, to move anthropology beyond “the human,” both as analytic and as bounded object of study.

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