Prehliadanie podľa Autor "Shekhavtsova, Svitlana"
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Položka Aprimorando a competência intercultural no ensino superior por meio da aprendizagem baseada em mídia(Universidade Estadual Paulista : Araraquara, 2025) Shekhavtsova, Svitlana; Ryabukha, Galyna; Pavliuk, Olena; Pedchenko, Svitlana; Komlyk, Nataliia; Zhovtani, RuslanaO artigo examina a formação da competência intercultural em estudantes do ensino superior, ressaltando o papel da mídia-educação nesse processo. A globalização e as mudanças sociais exigem a superação das limitações das metodologias tradicionais. O estudo identifica as etapas do desenvolvimento intercultural — negação, defesa, aceitação, adaptação e integração — e avalia a eficácia das tecnologias educacionais baseadas em mídia. Por meio de métodos analíticos, experimentais e estatísticos, constatou-se uma correlação positiva entre o uso frequente dessas ferramentas e o desempenho dos estudantes. Os resultados destacam a importância da integração ampla da mídia-educação no ensino superior para promover competências interculturais.Položka Intertextuality in the works of émigré writers of the twentieth century(Universidade Católica de Petrópolis : Petrópolis, 2024) Zhovtani, Ruslana; Lizoň, Martin; Shekhavtsova, Svitlana; Lobachova, Iryna; Pedchenko, Svitlana; Komlyk, NataliiaThe article delves into the intricate web of intertextual interactions within the literary works of Ukrainian émigré writers from the twentieth century. These interactions span a spectrum, ranging from superficial incorporation of elements to profound interweaving of texts. This study introduces, for the first time, the concept of the writer's intertextual poetics. The exploration of this concept unfolds along both diachronic and synchronic dimensions, providing a comprehensive perspective on the author's work and its intertextual nuances. The examination of émigré writers' works through the lens of intertextuality contributes to the theoretical framework of Ukrainian literary studies in the context of intertextual communications. Moreover, this approach broadens the scope of research on literary heritage, elucidating its role in the intricate tapestry of Ukrainian and European cultural and literary dialogues during the early twentieth century. The article addresses the fundamental theoretical dimensions of intertext. The author conducts an analysis of the definitions of the terms "intertext" and "intertextuality" within the framework of contemporary literary concepts. Emphasis is placed on the role of intertext as a pivotal mechanism in the interpretation of a literary text, concurrently functioning as a historical source, a "text within a text," and a specific informational code contributing to the creation of a novel literary composition. The author specifically directs attention to the intricacies involved in the development of the "author's intertext," underscoring its role not only in the origination of unique literary images but also in the modification of historical events. This approach is designed to accentuate national identity and the distinctiveness of the Ukrainian people. Ukrainian émigré writers employ intertextuality as a tool to reproduce literary motifs from previously crafted works, employing techniques such as quotation and allusion. Various facets of intertextuality are explored, encompassing its utilization as a playful element, a historical and chronological code, and other modifications. This comprehensive examination aims to shed light on the multifaceted roles and applications of intertextuality within the realm of literary expression.Položka Lexical homonymy in the Slovak and Ukrainian languages: problems and prospects(Sumskyj deržavnyj universytet : Sumy, 2025) Shekhavtsova, SvitlanaUkrainian and Slovak languages and is based on an integrated approach that combines the analysis of lexicographic sources, corpus-based research and comparative methods. Interlingual homonymy, as one of the most complex areas of linguistic research, arises in close connection with the processes of globalization and intensification of intercultural interaction. The relevance of the study is that, although homonymy has been studied within the framework of individual languages, a systematic comparison and study of this phenomenon in Ukrainian and Slovak languages have not yet been conducted. The purpose of the study is to identify the main types of lexical homonymy in Ukrainian and Slovak, analyze their semantic features, and identify potential problems that arise in the process of their translation and use in speech. The article also discusses the prospects for further research in this area, in particular, the possibility of creating a specialized dictionary of homonyms or computer algorithms for automatic homonym distinction. The following research methods were used: comparative and historical, semantic analysis, and contextual analysis. The study of lexical homonymy in the Ukrainian and Slovak languages allowed us to identify key patterns and develop new approaches to solving problems related to this phenomenon. The paper analyzes homonymic pairs, studies their functioning in communicative situations and proposes innovative solutions for interlingual communication. The author proposes an innovative approach to accurately determine the meanings of homonyms in context through a three-level disambiguation system. This system includes three complementary levels of analysis. This system is particularly effective for Ukrainian-Slovak pairs, where homonyms often have asymmetrical meanings. The system can be used as a basis for developing a specialized electronic dictionary of homonyms for Ukrainian-Slovak translations, which would simplify the work of linguists and translators. The publication contains the results of research conducted with grant support „Funded by the EU NextGenerationEU through the Recovery and Resilience Plan for Slovakia under the project No. 09I03-03-V01- 00148.”Položka Team building technologies in the teacher training paradigm(Wydawnictwo Adam Marszałek : Toruń, 2025) Shekhavtsova, SvitlanaThe article examines the specific features and effective approaches of developing team building skills in future teachers during their professional training, to enhance their competence and ability to work effectively in a team. The design and implementation of effective models and methods for cultivating team building skills in the process of teacher education will contribute to improving the quality of professional training, strengthening graduates’ competitiveness, and fostering the advancement and renewal of contemporary pedagogical practices. The research is grounded in a systems approach, the didactic principles of contemporary pedagogy, and the ideas of a competence-based approach to the professional training of future teachers.Položka Value-based approaches to the development of students' intercultural competence in the process of professional training in higher education(Federal Institute of Education, Science and Technology of Goiás, 2024) Shekhavtsova, Svitlana; Iaburova, Olena; Zhovtani, Ruslana; Ryabukha, Galyna; Khairulina, Nailia; Kotenko, OksanaThis article investigates valuable approaches to developing students' intercultural competence during their professional training at higher education institutions. The topic is relevant due to the increasing number of intercultural contacts in the modern world and the need to prepare professionals with skills for effective interaction in multicultural and multiethnic environments. The article explores different facets of intercultural competence, such as familiarity with cultural nuances, adaptability to diverse cultural contexts, appreciation for diversity, and more. The paper places particular emphasis on the influence of values on students' intercultural competence. Five main approaches are presented, namely: the approach of awareness and recognition of differences, the approach of cultural relations, the approach of cultural understanding and adaptation, the approach of cultural perception, and the approach of cultural interaction and collaboration. Based on the proposed approaches, methods for their implementation are provided for acquiring intercultural competence in the conditions of higher education institutions. The authors report the findings of an empirical study on the implementation of value-oriented teaching and educational methods in higher education. The study included an experiment that tested the effectiveness of value-based approaches in developing intercultural competence during professional training. Four levels of intercultural competence acquisition were identified. Based on these levels, a comparison was conducted to determine the effectiveness of value-based approaches in acquiring intercultural competence during professional training at higher education institutions. According to Pearson's criterion calculation, the use of value-based approaches in developing students' intercultural competence during professional training at higher education institutions shows promise.Položka Value-based inclusion of Ukrainian students into European educational environment through storytelling(Universum : Prešov, 2025) Shekhavtsova, SvitlanaTento príspevok skúma potenciál rozprávania príbehov (storytellingu) ako účinného nástroja na podporu hodnotovo orientovanej inklúzie ukrajinských študentov v európskom vzdelávacom prostredí. Prebiehajúci konflikt na Ukrajine spôsobil rozsiahle vysídľovanie študentov, z ktorých mnohí hľadajú nové vzdelávacie príležitosti na európskych inštitúciách. Kým akademická integrácia je nevyhnutná, rovnako dôležité je venovať pozornosť sociálno-kultúrnym a emocionálnym potrebám týchto študentov, aby sa zabezpečil ich celostný well-being a úspešná adaptácia. Rozprávanie príbehov v rôznych formách predstavuje jedinečný spôsob prekonávania kultúrnych rozdielov, podporovania empatie a vytvárania spoločného porozumenia hodnôt. Tento prístup vychádza z toho, že ukrajinskí študenti do nového prostredia prinášajú bohaté kultúrne dedičstvo, unikátne perspektívy a často aj traumatické skúsenosti. Vytváraním platforiem, na ktorých môžu svoje príbehy zdieľať, môžu európske vzdelávacie inštitúcie podporovať pocit spolupatričnosti a uznania. Zároveň umožnia európskym študentom konfrontovať vlastné predsudky, rozvíjať interkultúrny dialóg a spoluvytvárať inkluzívnejšie a otvorenejšie učebné prostredie. Dokument sa venuje praktickým stratégiám implementácie storytellingových iniciatív, akými sú osobné príbehy, folklór, historické naratívy či tvorivé písanie. Skúma aj etické aspekty spojené so zdieľaním potenciálne citlivých skúseností a potrebu vytvárať bezpečné a podporné prostredie pre všetkých účastníkov. Záverečná argumentácia poukazuje na to, že hodnotovo založená inklúzia sprostredkovaná prostredníctvom rozprávania príbehov môže ukrajinským študentom pomôcť úspešne napredovať v novom vzdelávacom kontexte a zároveň obohatiť európsky vzdelávací priestor o rôznorodé perspektívy a skúsenosti. Zameriava sa na budovanie mostov porozumenia a empatie, podporu spoločnej ľudskosti a rozvoj inkluzívnejšieho a spravodlivejšieho vzdelávania pre všetkých.