Ao longo do século XVI, na Inglaterra, muitos poetas ocuparam posições de destaque na vida política, alguns ligados à nobreza, e outros de origens mais humildes. Nesse período, o verso branco se consolida, a literatura vernacular ganha projeção, e o drama torna-se central na cultura. Poetas ocasionalmente surgem como personagens, como é o caso de Sir Thomas More (1600), de Anthony Munday e Henry Chettle, em que três poetas dividem o palco: Erasmo de Roterdã, reformador educacional; Conde de Surrey, introdutor do verso sem rimas; e o próprio More. Essas figuras enfrentam as instabilidades políticas da Era Tudor e ocupam a posição de “estranhos” na Corte. A partir dessas representações, articuladas a episódios biográficos de poetas e ao desenvolvimento histórico da poesia, o artigo examina como o poeta emerge como alguém “fora de lugar”.
The roles of teachers and students in English Language Teaching (ELT) are inextricably shaped by underlying philosophical orientations. This literature review investigates how major educational philosophies, including essentialism, progressivism, constructivism, humanism, perennialism, reconstructionism, and critical pedagogy, inform the conceptualization and enactment of teacher and student roles in ELT classrooms. Drawing on a Systematic Literature Review (SLR) of eight peer-reviewed journal articles published between 2020 and 2025, this study identifies thematic patterns that reflect the philosophical undercurrents shaping pedagogical practice.
This article aims to present the discussion about the definition of Science Fiction as a genre, including older studies that enable a deeper understanding of the current theory. In addition, I revisit Patrick Parrinder's (1980) initial assertion that Science Fiction should not only be understood as a genre, but also as a mode, which can facilitate the discussion about various works that flirt with science-fictional aspects without really delving into them. Finally, a discussion about the British New Wave as a crisis of the genre is made, to support the theory that Science Fiction should be regarded both as a genre and a mode.
This article examines Zeitgeist, a collaboratively authored German language textbook produced in Brazilian public universities, as a decolonial pedagogical intervention and model of locally grounded materials design. Based on critical document analysis and a reconstruction of the collaborative workflow, the study shows how decolonial principles shaped planning, writing, piloting, revision, and multimodal production. It highlights thematic organization, pluricentric phonetics, authentic texts, participatory authorship, and diverse voices and accents as resistance to Eurocentric textbook models. By presenting this workflow as adaptable, the article offers guidance for Global South contexts working with limited funding and uneven infrastructure. Zeitgeist thus emerges as an epistemic praxis that redefines whose knowledge shapes language education.
