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!” |
sábado, 11 de septiembre de 2010
We don't need no education
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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!!!!
ResponderEliminarDRLAPAGLIA 2 months ago
http://www.naeyc.org/files/yc/file/200707/OfPrimaryInterest.pdf
ResponderEliminarhttp://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
How dogs dream: Amazonian natures and the politics of transspecies engagement
ResponderEliminarEDUARDO 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.