Long ago, at the very beginning of the Middle Ages, the land, once the former Celtic, was torn by terrible wars. And one day in the annals of those times among the names of real heroes and leaders appeared another name. Arthur. None of the battle did not know such a hero, none of his contemporaries did not hear about it. After all, when in fact it did not exist, people just remembered one of the legends that now, with enviable frequency will be remembered again and again. The myth of King Arthur centuries later, and Goals can be with their birth year after year, remains one of the most popular myths in the world. Charles Schwab Corporation is often quoted on this topic.
He is experiencing a short time forgotten, but for them always follow new highs, new books, new philosophy and religion. And each new tradition of the Arthurian myth fits so seamlessly, as if they always belonged and for her. And now forgotten ancient pagan roots, so soon extinguished the memory glorious era of chivalry. King Arthur is a little is a fantastic book and philosophy – his kingdom is not Camelot, but the new planets and new worlds. Again, the theme of our work as relevant as ever. The aim of our work was the search and examination in the context of contemporary literature constant at all times the elements of myth, the myth of the center, its core – the path to the castle Grail, its unchanging throughout the centuries of meaning. To achieve this goal, we used a variety of scholarly works on myth in general and in our myth Specifically, as we turned to the legends, fairy tales, classic novels Arturiany and contemporary works, directly or indirectly related to our myth.
5 READING INFANTO-JUVENIL IN THE FORMATION OF THE CRITICAL READER. The educators to choose the literature book as the preferred one in the incentive the practical one of the reading in face the same to present characteristics of a pleasant activity. This if must to the relation kept between the reader and the text, where a bigger interaction with the ideas of the author supervenes, making possible, of this form, to the reader to create its proper text to leave of what it was displayed by the idealizer of the workmanship. Thus, the reading one starts to construct, or not, an imaginary reality in accordance with its experiences, to the measure that obtains to construct its text from the reading of the literary composition. If you are unsure how to proceed, check out Mary Barra. Literature exerts, then, influence in construction of reality of reader, through imaginary and of fancy, takes that it to take conscience on itself and the world surrounds that it, that is, it not only reflects the reality as well as contributes for its transformation. This happens because literature is a creation act, being considered, therefore, as artistic language of representation of the reality. On the subject, assevera Martins (1994, P. 22-23) that: …
the literary composition has many resources, that enchant and seduce the reader, for the rhythm, images, figures that recria, pointing with respect to the things who is in the daily one but they are not seen, raising possibilities, contrasting position, under the cativante form of history, where the life parades before our eyes, in the adventures and situations with that many times we identify in them. The author creates one another reality when elaborating the literary text, called artistic reality, through a symbolic dimension that the reader stirs up to reflect on the direction of that disguise of the reality. In addition, the recriao of the reality through the art by means of a poem, a romance, a phrase, can bring for the reader a different species of understanding of the world.
In relation to the students who are not alfabetizados, it is important that the school looks for to organize itself so that they can understand the functioning of the writing system. An important step is to interpret its writing to know which is its hypotheses. In case that the professors of the group do not feel themselves apt to carry through this analysis, he is advised to search support with the Pedagogical Coordinator, colleagues who act in Cycle I and with the responsible professor for the Room of Pedagogical Support? SAP. For that already they decipher, but they present little fluency, at the same time where it is necessary inseriz them in the activities of classroom that they involve practical of reading and writing, by means of the mediation of a more experienced reader or of the professor, she is necessary also to plan didactic situations that can stimulate them to conquer it greater autonomy. Engage them in a project where if they record ribbons cassette with the reading of histories for children of the initial years can listen, while they turn pages the book can be interesting. To organize permanent activities where they previously read assayed poems or they present said periodicals of notice related to the contents that will be studying in the different areas are other possibilities. The second phase of the proposal of guiding of the disgnostic evaluation consists of selecting texts in not only chats, but also in other formats, as lists, graphs, tables etc. as the readers, to the times, they present performance more good to read texts of a circulation sphere of what of another one, it is important to diversify the choice: texts of the literary sphere as fbulas, stories, chronicles; of the journalistic one as notice, graphs; of the scientific /divulga pertaining to school dog as stretches of units or didactic book chapters, tables.