The article discusses communicative strategies in the Old Russian Tolstovskiy Sbornik dating back to the 13 th century (National Library of Russia, F.p.I.39), a general type of Panegyric, which includes the texts of the triode and menaean cycles. The author considers how individual works and the collection as a whole interact with the addressee and finds out that the collection implements the strategies of explicit and implicit influence. The first is inherent in the homiletic and catechetical genre and implies a direct appeal to the reader or listener. The addressee can also be imaginary (this communicative situation is realized only in the Parable of Wisdom). The speech means characteristic of this strategy are imperative verb forms and personal pronouns. The second strategy involves the addressee indirectly, representing the dialogical interaction between the characters. It unites texts of different genres: the panegyric words of Cyril Turovsky, the hagiographic "memory" of Basil the Great, the apocryphal Tale of Aphroditian. Dialogues between the characters either provide a framework for the biblical story, or function as "engines" of the plot. The interaction of dialogical structures with each other and with the narrative can be quite complex: one dialogue can be inside another, the participants of dialogues can be storytellers, and the communication of characters can be both verbal and non-verbal. Both communicative strategies, in their unity, serve the tasks of informing and educating Christians (acquaintance with the biblical history and the formation of an ethical ideal).
The paper focuses on the composition, lexical, and grammatical features of a Nativity sermon in the 13 th century Old Russian Tolstovskiy Sbornik (National Library of Russia, F.p.I.39). The author considers its Byzantine sources, principles of editorial work, and the differences from original rhetorical structures. Attributed to John Chrysostom, the sermon turns out to be a complicated compilation from various early Byzantine sermons. The compilation is based both on rearranging fragments of the same source and on combining excerpts from different sermons in a small context. Such transformations indicate the lack of cohesion in sermon texts, due to their independence from the causation and time factor. Non-attributed parts of the Old Russian text may be original since they demonstrate a certain similarity with Kirill Turovskiy orations in the same anthology. The lexical level of the sermon contains non-standard solutions that reinterpret the Greek source text, which may indicate either the missionary nature of the translation or a tendency to the poetic decoration. In some cases, the semantic mismatch of lexical units within Greek-Slavonic correlations is due to errors. At the grammatical level, there are also grammatical inconsistencies of Slavonic and Greek units; they affect the categories of time, number, gender, as well as parts-of-speech status.
Seguindo estratégias internacionais desenhadas desde o início do século XX, há no Brasil uma política de Educação Escolar Indígena, fundamentada na interculturalidade, com foco na alfabetização bilíngue. Porém, considerando a diversidade sociolinguística do país, a histórica política de integração e, mais recentemente, o reconhecimento aos processos próprios de aprendizagem, os programas de alfabetização bilíngue requerem iniciativas locais, articuladas com a formação de professores que resulta em produção de recursos pedagógicos diferenciados. Neste texto, apresentamos um histórico da política de alfabetização bilíngue discutindo documentos e encaminhamentos que culminaram na criação da ação Saberes Indígenas na Escola, inaugurando uma produção didática elaborada pelos professores. Os resultados mostram que a produção de materiais nas próprias comunidades, além de considerar as variações dialetais, oportuniza a criação de fecundos espaços de diálogos e pesquisas dos professores indígenas entre si, com sábios mais velhos, envolvendo jovens e crianças sobre questões culturais e ensejando, ainda, diálogos sobre ensino e aprendizagem escolar na comunidade.
The article analyzes names of musical instruments, a thematic group significant for the biblical tradition, in four Old East Slavonic manuscripts from the 12 th – 14 th centuries, which are part of the Parimejnik subcorpus in the historical corpus "Manuscript" and belong to different textological groups. The author claims the advantages of electronic publication of sources, which provide new opportunities for searching, comparing, and analyzing data. Two types of contexts containing relevant lexical units are considered: readings with singular references and readings with multiple references to musical instruments. Stable Greek-Slavonic correlations and factors of variation are revealed, including the influence of the continuous Old Testament text on Parimejnik readings and dependence on various types of the Greek text. There is a connection between the context use of musical instruments names and the textological grouping of sources. The morphosyntactic positions of lexical units in several readings demonstrate not only the ratio of archaic and innovative methods of transmitting individual grammemes but also cases of occasional reinterpretation of syntactic connections. The analysis of the Parimejnik lexical usage is based on the data of historical lexicography, which allows concluding about the ways traditional translation strategies and methods typical for the translated Old Slavonic Christian literature reflect in the sources.
The 1970s saw the beginning of the process of initial formation of indigenous teachers, forming bilingual monitors. As of the 1988 Constitution and Decree No. 26 of 1991, the policy of indigenous school education becomes the responsibility of the Ministry of Education, enabling the creation of a wide and specific legislation for this type of teaching, among them Guidelines that define and guide the formulation of specific programs and courses aimed at the training of indigenous teachers. In this text, which seeks to analyze the advances and challenges of the initial training of indigenous teachers, we present the actions developed in the state of Paraná based on qualitative and quantitative research of bibliographic and documentary nature. We note that the state has advanced, however, there is still a need to increase the number of teachers trained at a higher level to work at indigenous schools, as well as the offer of specific and intercultural teaching degrees that enable the wholesome formation of the indigenous individual in their aspects of territory, culture, language, methodologies and conceptions of teaching and learning that consider the proper ways of learning in relation to ethnographic knowledge. ; La década de 1970 vio el início del proceso de formación de maestros indígenas, monitores bilíngues. Com la Constitución de 1988 y el Decreto nº 26 de 1991, la política de educación escolar indígena pasa a la responsabilidad del Ministerio de Educación, permitiendo la formulación de una amplia legislación hacia esta enseñanza, entre ellos lineamientos que definen y orientan programas y cursos para la formación de maestros indígenas. En este texto, el objetivo es analizar los avances y desafíos para la formación inicial de maestros indígenas. Presentamos las acciones desarrolladas en la província de Paraná/Brazil para esta formación, com una investigación cualitativa y cuantitativa de carácter bibliográfico y documental. Observamos que el estado ha avanzado, sin embargo, aún existe la necesidad de incrementar el número de docentes capacitados en un nivel superior para trabajar en escuelas indígenas, así como la oferta de titulaciones específicas e interculturales hacia la la formación integral del sujeto indígena en sus aspectos de territorialidade, cultura, lenguaje, metodologías, concepciones de la enseñanza y el aprendizaje que consideren las formas adecuadas de aprendizaje, interrelacionadas con los etnosaberes. ; Os anos de 1970 tem como marco histórico o início do processo de formação de professores indígenas, formando monitores bilíngues. A partir da Constituição de 1988 e do Decreto nº 26 de 1991, a política da educação escolar indígena passa a ser de responsabilidade do Ministério da Educação, possibilitando a formulação de uma vasta legislação específica para esta modalidade de ensino, entre elas Diretrizes que definem e orientam programas e cursos específicos para a formação de professores indígenas. Nesse texto, cujo objetivo é analisar os avanços e desafios para a formação inicial de professores indígenas, apresentamos as ações desenvolvidas no estado do Paraná para essa política, a partir de pesquisa qualitativa e quantitativa de cunho bibliográfico e documental. Verificamos que o estado tem avançado, entretanto, ainda há necessidade de aumentar os números de professores formados em nível superior para atuar nas escolas indígenas, bem como a oferta de licenciaturas específicas e interculturais que possibilitem a formação integral do sujeito indígena em seus aspectos de territorialidade, cultura, língua, metodologias, concepções de ensino e de aprendizagem que considerem os modos próprios de aprender, inter-relacionados com os etnosaberes.
The article presents a classifying analysis of ancillary texts in Old East Slavonic hand-written copies of Parimejnik (Old Testament lectionary) from the 12 th – 14 th centuries. It aims to establish parameters for the analytical markup in Parimejnik subcorpus from the "Manuscript" historical corpus, to provide searching based on the fragments values, to demonstrate corresponding fragments in addition to the already existing aligned visualization of manuscripts based on temporal characteristics (dates, days of a week, and services), as well as paroemias and their components (headings and biblical verses). In the text-critical sense, the authors describe components of ancillary texts in various sections of the manuscripts (Nativity-Epiphany, Triodia, Synaxarion), their specificity, and mutual correlation. The variation of ancillary texts in different copies has been discovered, which complicates comparison and alignment in the parallel corpus. From the applied linguistics point of view, the authors propose a classification of the ancillary text components according to several criteria (function, method of execution, the presence of a biblical/hymnographic source, and the place in the sequence of rites). A system of their identifiers and fragmentation parameters into elementary components to establish links in a parallel corpus was also proposed. As a result, it will ensure the search and visualization of fragments of the same type in the corpus.
