[pt] Este estudo tem por objetivo investigar as (re) construções identitárias de uma licencianda no estágio na comunidade de prática de Inglês para Fins Específicos (IFE) a qual pertenço, como parte da busca de entendimentos sobre esse contexto. Para tanto, os dados foram gerados ao longo do semestre que a estagiária compartilhou conosco e eles englobam participações orais e escritas, nas quais foram analisadas suas identidades, que parecem emergir de suas escolhas na linguagem para interpretar o que ela estava vivenciando durante o estágio. Seguindo uma abordagem qualitativo-interpretativista (ERICKSON, 1986; DENZIN; LINCOLN, 2006) e desenvolvida dentro da Linguística Aplicada (MOITA LOPES, 2006, 2013), esta pesquisa se baseia em uma perspectiva socioconstrucionista de identidades (MOITA LOPES, 2003; BUCHOLTZ; HALL, 2005) e sua relação com crenças (BARCELOS, 2006) e emoções (BARCELOS, 2012; ZEMBYLAS, 2004), em conjunção com o prisma da Linguística Sistêmico-Funcional (THOMPSON, 2014a; HALLIDAY; MATTHIESSEN, 2014; EGGINS, 2004; GOUVEIA, 2009) e do Sistema de Avaliatividade (MARTIN; WHITE, 2005; VIAN JR, 2009). A partir desse arcabouço teórico, as análises e discussões sugerem que há novas construções e reformulações significativas nas identidades da estagiária, que emergem discursivamente, principalmente dentro do domínio do afeto. Além disso, é possível interpretar que o estágio supervisionado e as experiências e interações na comunidade de prática de IFE foram essenciais nessas (re) construções, especialmente como professora, com identidades, crenças e emoções interconectadas. O processo de questionamento, análise e reflexão dessas identidades e sua relação complexa com crenças e emoções contribuiu para o desenvolvimento de entendimentos para nossa comunidade de prática, como também promoveu oportunidades de aprendizagem mútua e a curiosidade por outras questões, que podem nos motivar a continuar na pesquisa constante sobre esse contexto de forma mais dinâmica e inclusiva. / [en] The aim of this study is to investigate the identity (re) constructions of a student-teacher in the practicum in the community of practice of English for Specific Purposes (ESP) that I belong to as part of the search for understandings about our context. In order to accomplish such objective, data generated throughout the semester the student-teacher shared with us encompass oral and written participations in which the identities were analysed and they seemed to emerge from the choices in language to interpret what she was living during the practicum. This interpretative-qualitative research (ERICKSON, 1986; DENZIN; LINCOLN, 2006) is in the area of Applied Linguistics (MOITA LOPES, 2006; 2013) and it is aligned with social constructionist theories of identity (MOITA LOPES, 2003; BUCHOLTZ; HALL, 2003, 2005), beliefs (BARCELOS, 2006) and emotions (BARCELOS, 2012; ZEMBYLAS, 2004). It is also in interface with the principles of Systemic Functional Linguistics (HALLIDAY, 1994; HALLIDAY; MATTHIESSEN, 2014) and the Appraisal System (MARTIN; WHITE, 2005; VIAN JR, 2009). Based on this theoretical framework, the analysis and discussions suggest that there are new constructions and significant reformulations in the student-teacher s identities, which emerge discursively, mainly within the domain of affect. In addition, it is possible to interpret that the practicum and the experiences and interactions in our community of practice of ESP were essential in her (re) constructions, especially as a teacher, and they include interconnected identities, beliefs and emotions. The process of questioning, analysing and reflecting on these identities and their complex relation to beliefs and emotions has contributed to the development of understandings for our community of practice. It also fostered opportunities for mutual learning and the curiosity for other inquiries that can motivate us to continue the constant research about this context in a more dynamic and inclusive way.

近年來，社會經濟進步，對「不動產估價」之需求日益殷切，例如投資房地產、利用房地產來進行借貸行為等各項需要，在在皆得依靠不動產估價的技術，因此提升了社會上對不動產估價的重視。而在今日科技如此蓬勃發展的資訊時代，若能將不動產估價的技術與電腦的數位技術相互結合，藉由電腦的強大計算能力與快速的回應能力，相信必能提升不動產估價的技術及準確度。 　所以本研究致力於將不動產估價與電腦科技相結合，期望能提升不動產估價的準確度，除了利用其強大的計算能力之外，本研究更進一步地將不動產估價動作與地理資訊系統ＧＩＳ（Geographic Information System）相結合，利用ＧＩＳ強大的地理資料處理能力，希望能將不動產估價的技術提昇至更高的境界。 　本研究的研究過程為先對不動產估價之理論與方法進行研究，並尋找出不動產估價時的程序及其所需要考量的事項，在整理融會之後，再進一步地結合ＧＩＳ，以建構出一個以ＧＩＳ為基礎的不動產估價系統。且每當一估價個案完成，系統便自動將此筆估價個案之資料與結果回饋（輸入）給系統，成為一筆新增之買賣實例，如此一來，買賣實例資料庫將會愈來愈大，愈來愈完整，也將會使得系統的估價能力愈準確、可信度愈高。 因為在台灣不動產估價已經逐漸受到社會各界，例如銀行、租賃公司和房屋仲介公司等的重視，所以本研究企圖整理出各種常用估價模式及其所需的資料，並結合地理資訊系統（Geographic Information System，GIS）的技術，建構出一個以ＧＩＳ為基礎的泛用型不動產估價資訊系統之原型，期能藉此提高不動產估價行為的效率與精確度，並希望對ＧＩＳ的應用領域提供一個新的窗口，進而擴大ＧＩＳ的長遠發展。 / Recently, the need for appraisal of real estate is more and more important for people. When we invest the money in the real estate or use real estate to borrow money, we must depend on the technique for appraisal of real estate. Now, we are in the information world. If we can take advantage of the ability of the computer to appraise the real estate, it must be able to promote the technique and accuracy of appraisal in real estate. 　So in this thesis, it was applied to combine the appraisal in real estate and the ability of the computer and it hoped that it could increase the accuracy of appraisal. Besides the computing ability, this thesis wanted to combine the technique GIS (Geographic Information System) and the appraisal in the real estate. It wanted to take advantage of the processing ability in geographic data in GIS to higher the technique in appraising real restate. 　In this thesis, we attempt to arrange some general appraisal models and data the models need and to use the technique of GIS to design a prototype appraisal system. We hope that the system will be able to higher the efficiency and accuracy of appraisal in real estate. And we hope we will create a new way to take advantage of the ability of GIS.

Darbuotojų veiklos vertinimas yra svarbi tiek viešojo administravimo, tiek privačios organizacijos vadybos sritis, skatinanti organizaciją ir jos žmogiškuosius išteklius tobulinti veiklą, didinti produktyvumą, bei suteikti darbuotojams grįžtamąjį ryšį. Darbe keliami šie probleminiai klausimai: kokie pagrindiniai Lietuvos viešojo administravimo darbuotojų vertinimo sistemos teoriniai ir praktinio įgyvendinimo privalumai ir trūkumai? kokia žmogiškojo faktoriaus įtaka tobulinant viešojo administravimo darbuotojų veiklos vertinimo sistemą? Tyrimo objektu laikomas darbuotojų veiklos vertinimas Lietuvos viešojo administravimo institucijose ir įstaigose. Veiklos vertinimas darbe analizuojamas kaip procesas, kuriuo vertinama individuali darbuotojo veikla, ne organizacijos visuminė veikla. Tyrimo tikslas – išanalizuoti Lietuvos viešojo administravimo institucijose ir įstaigose egzistuojančią veiklos vertinimo sistemą, nustatyti jos atitiktį teoriniams veiklos vertinimo modeliams ir išryškinti vertinimo sistemos teorinio pagrindo bei praktinio jo taikymo santykį bei tobulinimo perspektyvas. Šiam tikslui pasiekti darbe keliami šie uždaviniai: 1. Išanalizuoti ir apibendrinti teorinius veiklos vertinimo modelius, išryškinti veiklos vertinimo sistemos sudedamąsias dalis. 2. Išanalizuoti Lietuvos viešojo administravimo institucijų ir įstaigų darbuotojų veiklos vertinimą reglamentuojančius teisės aktus, išryškinti jų teorinius privalumus ir trūkumus. 3. Nustatyti Lietuvos viešojo... [toliau žr. visą tekstą] / Personnel performance appraisal is a substantial area of both public administration and private organization management. It encourages an organization and human resources of organization to improve its activity, enhance productivity and provide a feedback for personnel. This work contains of further problematic questions: what are advantages and disadvantages of academic performance appraisal system and practical implementation of Lithuanian public administration? What is the impact of human factor for the improvement of public administration staff performance appraisal system? The object of research is a performance appraisal off staff in institutions and agencies of Lithuanian public administration. In this work appraisal of activity is analysed as a process by which individual employee activity, but not entirety of organization activity is assessed. The purpose of research – to analyse the existing activity performance appraisal system of Lithuanian public administration in institutions and agencies, to identify this system coincidence to academic models of performance appraisal and highlight the relation between academic basis of activity assessment and practical adaptation and improvement perspectives. For this purpose the main tasks are set: 1. To analyse and summarize academic models of performance appraisal, to highlight the main components of performance appraisal system. 2. To analyse the legislation that regulates personnel performance appraisal in institutions... [to full text]

The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes. This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken. The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes. This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken. The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

[pt] Esta pesquisa tem por objetivo investigar o assunto da avaliação educacional a partir da perspectiva de professores em atuação na educação básica do magistério público, buscando problematizar essa prática e elucidar formas mais críticas de compreendê-la. Para nortear o cumprimento desse objetivo, proponho as seguintes questões orientadoras: a) Como os participantes se posicionam discursivamente com relação à avaliação educacional? e b) Que Avaliações e posicionamentos acerca dos temas relativos à avaliação educacional podem ser identificados no discurso dos participantes?. O estudo está inserido no domínio da Linguística Aplicada (Moita Lopes, 2006), tendo por base sua concepção atual de investigar questões de uso da linguagem sob um viés interdisciplinar e co-participativo. Em interface com a Linguística Aplicada, a pesquisa se apoia na área de educação no que tange aos estudos em avaliação educacional, entendida como uma prática localizada sócio-historicamente que visa à observação do processo de ensino e aprendizagem e à implementação de condutas para sua melhoria (Luckesi, 2011). Como aporte teórico, as análises baseiam-se nos pressupostos da Linguística Sistêmico-Funcional (Halliday, 1994; Halliday e Matthiessen, 2004) que entende a linguagem como uma rede de possibilidades orientada para o uso, e no Sistema de Avaliatividade (Martin, 2001; Martin e White, 2005, Vian Jr, 2009), que estuda a atitude dos usuários da língua diante dos fenômenos do mundo bem como os recursos que utilizam para se posicionar ideologicamente em seu discurso. A pesquisa está inserida em um paradigma qualitativo (Denzin e Lincoln, 2006), que busca compreender questões a partir do significado que as pessoas atribuem a elas. Para tanto, foi realizado um grupo focal (Gatti, 2012) com três professores que atuam na educação básica em escolas públicas no estado do Rio de Janeiro e a interação ocorrida foi gravada em áudio e posteriormente transcrita. Por meio dos recursos da Transitividade, do Modo e do subsistema de Atitude, foram identificados, nos fragmentos selecionados para análise, posicionamentos e Avaliações dos participantes sobre a avaliação educacional e os temas a ela relacionados. A discussão possibilitada pelas análises sugere um entendimento da avaliação educacional como algo dinâmico e que deve ser considerado dentro do contexto mais amplo do sistema educacional brasileiro. Os participantes também julgam negativamente algumas práticas empreendidas no contexto da educação pública e se posicionam afetivamente em relação a sua profissão a despeito das dificuldades encontradas. / [en] The aim of this study is to investigate educational assessment from the perspective of teachers who work in public primary and secondary education, trying to problematize such practice and enlighten critical forms of understanding it. In order to accomplish such objective, the following research questions are proposed: a) How do participants adopt stances in relation to educational assessment? and b) What evaluations and positionings about issues related to educational assessment can be identified in their discourses? The study is embedded in the domain of Applied Linguistics (Moita Lopes, 2006), considering its current viewpoint of investigating language use themes taking into account an interdisciplinary and participatory frame of reference. Along with Applied Linguistics, the research stands in the field of Education, with regard to educational assessment, seen as a historically localized social practice which seeks to observe the teaching and learning process as well as implement actions to improve it (Luckesi, 2011). As a linguistic theoretical framework, the analyses are based on the principles of Systemic Functional Linguistics (Halliday, 1994; Halliday e Matthiessen, 2004), which conceives language as a set of choices oriented to use. Also, the investigation considers the Appraisal System (Martin, 2001; Martin e White, 2005, Vian Jr, 2009), which focus on speakers /writers Attitude in relation to world phenomena as well as the resources they use to adopt ideological stances in their discourses. The research is aligned with qualitative paradigm (Denzin e Lincoln, 2006), which searches to understand questions based on the meaning people attribute to them. Therefore, a focus group (Gatti, 2012) was conducted with three teachers who work in primary and secondary public schools in Rio de Janeiro. The interaction was recorded in audio and afterwards transcribed. In the extracts selected to be analyzed, the resources of Transitivity, Mood and Attitude were used so as to identify participants stances and evaluations regarding educational assessment. Discussion provided by the analyses indicates a comprehension of educational assessment as a dynamic concept which should be considered within the Brazilian educational system. Moreover, participants negatively judge some practices carried out in the public education scenario and take affective stance with respect to their profession, in spite of the difficulties they are confronted with.

Research on policy implementation suggests that many education reforms designed to improve the quality of education in general have been more rhetorical than substantive in their impact on the organisation of schools and classrooms. Schools and classrooms do change, but the extent and directions of change are not always consistent with the intention of policy initiatives. This same argument applies to the South African education policy process, where a substantial body of literature has documented the gaps between the intention of policy makers (intended policy) and their implementation (implemented policy) in schools. The gap has been especially relevant for those policies focusing on the change of the knowledge, skills and competency levels of teachers through accountability and professional development policies. The purpose of this investigative and descriptive study originated in a hypothesis that the lack of orientation, knowledge sharing, understanding and the capacity building of teachers on policy intentions make it difficult for teachers to implement policies. I assumed therefore that through information and workshop sessions the gap between the policy intentions and the practice of teachers can be solved. In particular, my involvement in the drafting of the Developmental Appraisal System (DAS) policy gave me the sense that there was nothing fundamentally wrong with the policy, but that the lack of capacity building among teachers is what is undermining the implementation of the policy in schools. The study therefore intended to investigate the impact of a five-day information session on the implementation process of the DAS policy at Cape Flats Secondary School (CFSS) – this is a pseudo name. These sessions were facilitated by me during the last semester of 2001. Thereafter, the school was given a year to implement the policy during 2002. Regular contact with the chairperson of the Staff Development Team (SDT) to ascertain the progress of implementation brought me to the realisation after eighteen months and still no implementation that the focus of my study had to change to understand the challenges of implementation at the school. As a member of the Policy Formulation team, I could not understand why a policy with such immense potential in enhancing professional development among teachers could not be implemented in a school where staff members publicly stated their commitment to implement the policy. This school (CFSS) in particular, had a high number of union leaders involved at numerous levels within the union who researched and developed the initial ideas and proposals of the DAS policy. The study is therefore guided by the following questions: 1. What made it difficult for the staff of Cape Flats Secondary School to implement the DAS policy, despite a high level of stated commitment to implement the policy and a thorough five-day information session (both theoretical and practical) on how to implement the policy? a) What was the expected level, scope or depth of the policy change, envisaged by policy formulators, necessary by the school to implement the policy? b) Which elements of the policy and the conditions at the school needed to be supported by implementation support agents (national, provincial and district officials) to facilitate the implementation at school level? and c) What was the level of functionality of the school to facilitate the successful implementation of this policy? This research explains how the different levels of functionality of schools affect the potential of implementation of a ‘one-size-fits-all’ policy. In particular, I reflect on the deliberations which inform the features of the DAS policy, during the policy formulation stage. I furthermore pay special attention to what interviewees called the ‘what was going on’ at the school, as if ‘outsiders’ don’t know what was going on in the school. The research therefore focuses on the functionality of the school through the lenses of ten school functionality components. Teachers at CFSS believe that policy makers do not understand and know what is going on at their school and therefore the effect, relevance and implementability of their policies are disconnected from the operational implementation contexts of schools. The data was collected over a period of six months. In this regard, I used multiple methods of data collection which include critical engagement with the entire staff through information workshop sessions, semi-structured interviews, critical engagements with the strategic liaison team, structured questionnaires, document analysis and photographic records. The main insights of the study include the following: -- Policy makers have to re-assess and re-conceptualise the current policy making paradigm in operation in developing ‘professional’ policy; -- The influence and power relations of employers and employee parties in the policy-making process must be re-assessed and re-conceptualised in order to clarify the policy-making process in South Africa; -- The lack of systems (both technical and human), at different levels of education, makes it impossible to monitor and evaluate the effective and efficient implementation of the DAS policy; -- Understanding schools as individual organisations with unique characteristics, is a key pre-requisite for developing policies that are aimed at addressing real problems at specific schools; -- Leadership and management skills are seriously lacking at South African schools; -- Educators should implement reform policies around clear performance standards and accountability expectations; -- Intervention support agents should help schools make informed choices among a variety of implementation strategies; -- Policy makers should allocate target funding to encourage adoption of proven change practice; -- Policy makers should focus on schools that are ready for change with an expectation that many schools not ready for change this year may in the normal course of events become ready within a few years. The key insights of this research make this study unique and offer critical advice to policy makers. In particular, the re-organisation of the literature on policy-practice gaps (PPG) is insightful. The utilisation of both qualitative and quantitative data adds validity and reliability to the study. More importantly, the study shows that quantitative data can contribute towards understanding the policy implementation challenges in schools. Finally, my ‘insider’ experience of the policy-making process shares rare deliberations of what are the ‘trade-offs’ during the policy formulation stage. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

[pt] Intrigada e curiosa por entender possíveis razões que levam as pessoas a dar prosseguimento a seus estudos, o principal intuito desta pesquisa é compreender, através do discurso, quais motivações levaram três amigos e a mim a continuarmos nossa formação acadêmica, ingressando em cursos de mestrado e doutorado. Partindo da verbalização de nossas motivações, procuro refletir criticamente sobre o modo que as identidades e emoções moldam nossas percepções em relação a nós mesmos e aos motivos que nos levaram a dar continuidade à nossa formação. Para tal, recorro a um arcabouço teórico interdisciplinar, que compreende: a perspectiva contemporânea da Linguística Aplicada; a Prática Exploratória; identidades; narrativas; emoções; a autoetnografia e o Sistema de Avaliatividade. Esta pesquisa se insere no paradigma qualitativo-interpretativista, estando intrinsecamente relacionada à Linguística Aplicada Contemporânea, ao viés ético-metodológico que caracteriza a Prática Exploratória e à pesquisa do praticante. Analiso o discurso gerado em conversas exploratórias, que são processos dinamizadores de reflexão e de novos entendimentos sobre as questões que perpassam a vida em diversos contextos, como o acadêmico. A partir da análise dessas conversas, entendi que, ao contarmos narrativas, meus amigos e eu nos coconstruimos identitariamente como pesquisadores e professores através de manifestações linguísticas explícitas de afetos e de julgamentos positivos e negativos. Essas manifestações também ocorreram ao abordarmos as relações que tivemos e temos com amigos e familiares, com nossas orientadoras de mestrado e de doutorado e com outros docentes ao longo de nossa formação, fazendo-me refletir sobre a importância do incentivo da família e dos amigos, bem como de professores e educadores nas vidas de seus alunos. / [en] Intrigued and curious to understand possible reasons that lead people to continue their academic studies, the main purpose of this research is to understand, through discourse, what motivations led three friends and I to continue our academic education, enrolling in master s and doctorate programs. From the verbalization of our motivations, I reflect critically on the way that identities and emotions shape our perceptions of ourselves and the reasons that led us to continue our education. In order to do this, I turn to an interdisciplinary theoretical framework, which includes: the contemporary perspective of Applied Linguistics; Exploratory Practice; identities; narratives; emotions; autoethnography and Appraisal System. This research is part of the qualitativeinterpretative paradigm, being closely related to Contemporary Applied Linguistics, to the ethical-methodological perspective that characterizes Exploratory Practice and to practitioner research. I analyse exploratory conversations, conceptualized as reflective dynamic processes that generate new understandings about issues that emerge from life in different contexts, including the academic one. From the analysis of these conversations, I understood that, when we tell narratives, my friends and I co-construct our identities as researchers and teachers through explicit linguistic manifestations of positive and negative affects and judgments. These manifestations also occurred when we addressed the relationships we had and still have with friends and family, with our master s and doctoral advisors and with other professors throughout our education. These findings make me reflect on the importance of the encouragement of family and friends, as well as that of teachers and educators in students lives.

[pt] Nesta pesquisa, tenho por objetivo criar inteligibilidades acerca da prática do pole dance, a partir da investigação dos discursos narrativos produzidos por mulheres da comunidade desta dança-esporte. Situado na área da Linguística Aplicada Contemporânea (MOITA LOPES, 2006; FABRÍCIO 2006), o estudo dedica-se à interpretação dos sentidos criados em narrativas orais (LABOV, 1972; BASTOS, 2005) contadas por pole dancers, a fim de entender a emergência de estigmas (GOFFMAN, [1963] 2004) e a construção de identidades (MOITA LOPES, 2002, HALL, 2005) voltados às praticantes e à própria atividade. A arquitetura teórica fundamenta-se em uma visão socioconstrucionista de narrativas (BASTOS; BIAR, 2015) e de identidades (MOITA LOPES, 2001) para a análise da prática discursiva avaliativa (LINDE, 1997; THOMPSON; ALBA-JUEZ, 2014) que traz à tona estigmas e ressignificações sobre o pole dance. O estudo tem a sua metodologia alinhada ao paradigma qualitativo de pesquisa (DENZIN; LINCOLN, 2006), com o corpus gerado por meio de entrevistas realizadas com alunas e professoras do estúdio de pole dance do qual faço parte, na zona sul do Rio de Janeiro. A análise microdiscursiva é baseada no Sistema de Avaliatividade (MARTIN, 2001; MARTIN; WHITE, 2005), integrante da Linguística Sistêmico-Funcional (HALLIDAY, 1994; EGGINS, 2004), para a observação das instâncias léxicogramaticais avaliativas que contribuíram para construção discursiva de estigmas e de identidades nas narrativas compartilhadas. As análises sugerem que as participantes se (re)construíram identitariamente na relação com suas vivências no pole dance, refletindo sobre questões de preconceito e do fazer do pole dance em si. As pole dancers pareceram reconhecer e reprovar a estigmatização que as rotulam negativamente e que confere descrédito a elas e à atividade que praticam, gerando contradiscursos de resistência e de ressignificação do pole dance. Nesse sentido, em geral, as dançarinas-atletas construíram o pole dance positivamente enquanto prática transformadora que proporciona às suas praticantes autoconhecimento, libertação, superação, despertar de forças, empoderamento e muitos outros aprendizados. / [en] This research aims to create intelligibilities about the pole dancing pratice through the investigation of narrative discourses produced by women from this dance-sport community. Situated in the area of Contemporary Applied Linguistics (MOITA LOPES, 2006; FABRÍCIO 2006), the study is dedicated to the interpretation of meanings created in oral narratives (LABOV, 1972; BASTOS, 2005) told by pole dancers, in order to understand the emergence of stigmas (GOFFMAN, [1963] 2004) and the construction of identities (MOITA LOPES, 2002, HALL, 2005) related to the practitioners and the activity itself. The theoretical architecture is based on a socio-constructionist perspective of narratives (BASTOS; BIAR, 2015) and identities (MOITA LOPES, 2001) for the analysis of the evaluative discursive practice (LINDE, 1997; THOMPSON; ALBA-JUEZ, 2014) which brings up stigmas and resignifications of the pole dancing practice. The methodology is aligned with the qualitative research paradigm (DENZIN; LINCOLN, 2006) and the corpus was generated through interviews with learners and teachers from the pole dance studio where I practice pole dancing, located in the south zone of Rio de Janeiro. The microdiscursive analysis is based on the Appraisal System (MARTIN, 2001; MARTIN; WHITE, 2005), part of the Sistemic-Functional Linguistics theory (HALLIDAY, 1994; EGGINS, 2004), for the observation of evaluative lexicogrammatical instances which contributed to the discursive construction of stigmas and identities in the narratives shared. The analysis suggests that participants (re)constructed their identities in relation to their pole dancing experiences, reflecting upon prejudice issues and the pole dancing practice itself. The pole dancers seemed to recognize and disapprove the stigmatization that negatively labels them and discredits the activity they practice, generating counter-discourses of resistance and resignification of pole dancing. Thus, in general, the dancers-athletes constructed pole dancing positively as a transformative practice which provides them with self-awareness, liberation, resilience, awakening of strengths, empowerment and many other learnings.

[pt] Nesta dissertação, busco gerar entendimentos sobre os processos de migração da minha família, que saiu de São Benedito (Ceará) com destino à favela da Rocinha, entre as décadas de 1980 e 1990. Neste estudo autoetnográfico (Ellis; Bochner, 2000), almejo olhar para como avaliamos nossas experiências de migração, que podem abarcar desde o momento da decisão de deixar a terra natal até o momento atual. Em específico, a partir da análise de narrativas (Bastos, 2005; Bastos; Biar, 2015; De Fina, 2008), examino a construção discursiva de identidades (Moita Lopes, 2001; 2002; 2003; Snow, 2001; Duszak, 2002) e pertencimentos (Krzyżanowski; Wodak, 2008; Angouri et al., 2020) dos participantes no que tange à forma como nos relacionamos com o lugar de origem e o lugar de destino (Souza, 2006), São Benedito e Rocinha, respectivamente. Esta pesquisa está inserida na área da Linguística Aplicada Contemporânea (Moita Lopes, 2006) e orienta-se pelo paradigma qualitativo-interpretativo de pesquisa (Denzin; Lincoln, 2006). Para a análise discursiva do corpus, foi selecionada a ferramenta de análise textual proposta pelo Sistema de Avaliatividade (Martin, 2001; Martin; Rose, 2007; White, 2004). Os resultados apontam para três movimentos distintos efetuados pelos participantes. Um dos meus irmãos, por exemplo, constrói um forte pertencimento ao seu local de origem, São Benedito, simultaneamente construindo um não pertencimento e um distanciamento da Rocinha/Rio de Janeiro. Nas narrativas de minha irmã, percebemos que ela ainda mantém um vínculo com seu local de nascimento, mas que não criou um vínculo com a Rocinha. Todos os outros membros da família - eu, mãe, pai e irmão indicam se sentirem pertencentes aos dois lugares, São Benedito e Rocinha. / [en] In this dissertation, I seek to generate understandings about the migration processes of my family that left São Benedito (Ceará) and came to the favela of Rocinha, between the 1980s and the 1990s. In this autoethnographic study (Ellis; Bochner, 2000) I aim to look at how we evaluate our migration experiences, which can cover from the decision moment of leaving the hometown up to the present date. Specifically, based on the analysis of narratives (Bastos, 2005; Bastos; Biar, 2015; De Fina, 2008), I examine the discursive construction of identities (Moita Lopes, 2001; 2002; 2003; Snow, 2001; Duszak, 2002) and belongings (Krzyżanowski; Wodak, 2008; Angouri et al., 2020) of the participants when it comes to the way we relate to the place of origin and to the place of destination (Souza, 2006), São Benedito and Rocinha, respectively. This is a Contemporary Ap plied Linguistics study (Moita Lopes, 2006) that follows a qualitative-interpretive paradigm of research (Denzin; Lincoln, 2006). For the discursive analysis of the corpus, the tool of text analysis proposed by the Appraisal System was selected (Martin, 2001; Martin; Rose, 2007; White, 2004). The results point to three distinct movements made by the participants. One of my brothers, for example, constructs a strong belonging to his place of origin, São Benedito, while simultaneously constructing a non-belonging and a detachment from Rocinha/Rio de Janeiro. In my sister’s narratives, she still maintains a connection with her place of birth, but does not appear to have created a connection with Rocinha. All the other family members – me, mother, father and brother indicate they feel that they belong to both places, São Benedito and Rocinha.