The thesis investigates reference to non-present, singular persons in Swedish talk-ininteraction. The overall aim of the study is to analyse instances of person reference as parts of their linguistic, sequential and social contexts, and to describe these instances with regard to interactional, formal/structural, and functional aspects. An important point of departure for the study is that instances of person reference must be analysed as choices from different alternatives. This means that instances of person reference should neither be thought of as mere manifestations of the speaker’s own state of knowledge of the referent and her/his assessment of the addressee’s knowledge state, nor as reflections of structural aspects of the discourse. Theoretically and methodologically, the study belongs to the fields of interactional linguistics and conversation analysis (CA). The data for the study are drawn from naturally occurring everyday and institutional interaction and includes two-party and multi-party interaction, and telephone as well as face-to-face interaction. The analyses of introductory references to persons highlight issues such as the speaker’s claimed knowledge of/familiarity with the referent as well as the claims being made on behalf of the addressee, the role and importance of the referent in the activity of the talk, and the implications of person reference on the affiliation/disaffiliation of the participants with the referent, as well as with each other. The analyses of references to persons that have already been introduced in the interaction centres on partly different issues. The categorization of these references is based on two factors; the first being the sequential position of the reference and the second being whether the reference contributes to sequential continuity or discontinuity. The analyses emphasize that referential choice is an important resource for the construction of continuity and discontinuity, and that participants make use of these resources in unmarked as well as marked ways. This means that participants choose between different referential expressions, and these choices have different consequences depending on, inter alia, the sequential position of the reference. The study shows that reference to persons is doubly contextual: participants’ referential choices are made in consideration of the foregoing as well as the upcoming activity of the talk. Consequently, in order to adequately describe instances of person reference, the sequential context must be taken into account.

Syftet med denna magisteruppsats varatt empiriskt studera och ökakunskapenom hur professioner lär inom vården. Den fokuserar pålärande som förändrat deltagande och förståelse i situerade aktiviteter. Mot bakgrunden av att samtal spelar en avgörande rollför lärande ocheffektivt interprofessionellt samarbete, har fyra ronder på en intensivvårdsavdelning studerats. Kommunikation anses ofta, inom hälso-och sjukvården,vara viktigförgod informationsöverföring. Den här studien fokuserar, förutom på detta, på kommunikation som en konstituerande, social aktivitet som bidrar till lärande genominteraktionellaprocesser. Den teoretiska och metodologiska hemvisten för denna studie ärden etnometodologiska traditionen där samtalsanalys (Conversation Analysis) har en framträdande roll för att analysera lärande i interaktion i vardagliga samtal.För att besvara studiens syfte och frågeställningar har empiriskt material från observationer, ljudinspelningar och dokument samlats in frånfyraintensivvårdsronder på ett sjukhus i Sverige. Analysernasfokus har varit mikroanalytisktdär uppmärksamheten riktats motatt fånga det lärande som uppstår i interaktion mellan ronddeltagarna.Resultatet visadehur professioner inom intensivvården lär i det vardagliga arbetet och hur de i interaktion skapaderelevant kunskap. Analysen visadehur deltagarna i teamet tillsammans skapadekategorier(topiker) och ett meningsfullt innehåll i dessa. Deltagarnasinbördes relationer framträdde genom attde uttrycktesina förväntningar på sin egen och andras kunskaper samtidigt sommotstånd och ifrågasättande kunde bidra till reflektion i teamen. / The aim of this master thesis is to empirically study and contribute to increased knowledge about how professionals learn in hospital settings. It focuses on learning as changing understanding in situated social activities. Four intensive care rounds are studied on the backdrop that conversations play a key role for effective interprofessional collaboration and learning. Communication is often listed as a key ingredient for effective interprofessional practice in health care but is often associated only with information transmission. This study discusses communication not only as information transmission but also as a constitutive, social action that allows us to understand learning as a process of collective sensemaking. The learning that takes place is studied through the theoretical and methodological framework of ethnometodology and Conversation Analysis (CA). Conversational Analysis enables to study learning in interaction. In order to answer the questions posed in the study, the study draws on observations, audio recordings and artefacts from four daily rounds on an intensive care ward in a university hospital in Sweden. The empirical analyse used CA methods, including detailed micro-analytic attention to the spoken interaction. The results show how intensive care professionals learn in their daily work and how they build relevant knowledge during interaction. The analysis is based on how topicalizations and collective meaningmaking produce contents of learning within the team. It also shows how the participants make relevant knowledge relations through their expectations of themselves and others. It also reveals how opposition and questioning can increase learning through reflection.

Le sujet de la gestion du risque m’a toujours interpelée, surtout après que j’ai vécu deux ouragans et un tremblement de terre dévastateurs au Salvador. Bien qu’on ait assez écrit sur le sujet en le reliant souvent aux changements climatiques, on ne sait pas comment les organisations gouvernementales et civiles vivent cette gestion du risque au quotidien. À partir d’une étude ethnographique de la Commission de la protection civile de la Mairie de Tecoluca au Salvador, j’observais les processus qui se mettent en place dans la recherche et l’analyse des facteurs structuraux causant les situations de vulnérabilité. Pour ce faire, j’adoptais une approche basée sur l’étude des interactions, mobilisant les théories de la cognition distribuée et de l’acteur réseau. Comme je le montre, la gestion du risque, vue comme un processus participatif, se caractérise, d’une part, par la coopération et la coordination entre les personnes et, d’autre part, par la contribution d’outils, de technologies, de documents et de méthodes contribuant à la détection de risques. Ceci exige la mobilisation de connaissances qui doivent être produites, partagées et distribuées entre les membres d’un groupe à travers les divers artéfacts, outils, méthodes et technologies qu’ils mobilisent et qui les mobilisent. À ce sujet, la théorie de la cognition distribuée permet d’explorer des interactions qui se produisent au sein d’un groupe de travail en se focalisant sur ce qui contribue à l’acte de connaitre, conçu comme une activité non pas seulement individuelle, mais surtout collective et distribuée. Par ailleurs, la théorie de l’acteur-réseau me permet, quant à elle, de montrer comment dans l’exécution de cette tâche (la gestion du risque), la contribution active d’acteurs non humains, tant en soi qu’en relations avec les acteurs humains, participe de l’activité de détection et de prévention du risque. / The subject of risk management has always interested me, especially after I lived through two hurricanes and a devastating earthquake in El Salvador. Although there is a lot of literature on this subject, often linked to the question of climate change, we do not know how governmental and civil organizations deal with risk management on a daily basis. Based on an ethnographic study of the Civil Protection Commission of the mayoralty of Tecoluca, El Salvador, I observed processes that are taking place in the research and analysis of structural factors causing situations of vulnerability. To do this, I adopted an approach based on the study of interactions, involving the theory of distributed cognition and actor-network theory. As I show, the risk management seen as a participatory process is characterized, on one side, by the cooperation and coordination of individuals and, on the other side, by the contribution of tools, technologies, materials and methods that contribute to the detection of risk. This requires the mobilization of knowledge that must be produced, shared and distributed among the members of a group through the various artefacts, tools, methods and technologies that they mobilize and that mobilize them. In this regard, the theory of distributed cognition allows me to explore the interactions that occur within a working group by focusing on what contributes to the act of knowing, an activity is not just individual but also collective and distributed. Moreover, the actor-network theory allows me to show how in the execution of this task (risk management), the active contribution of non-human actors, both by themselves and in relation to human actors, participates in activities of detection and risk prevention.

Abstract This dissertation, and the three original articles on which it is based, explore the nature of teaching physical skills in the particular context of three budo sports: judo, Brazilian jiu-jitsu, and aikido. In particular, this dissertation examines the way demonstrations of budo techniques are conducted in collaboration between the teachers, their partners and the students. Particular focus is on ‘whole class demonstrations’, situations where all the participants in the class are gathered in a shared participation framework, either to observe the demonstration or perform in it. This dissertation reveals how and by whom demonstrations are conducted by examining their depictive, supportive and annotative aspects. By using video recordings of naturally-occurring budo demonstrations and employing a multimodal conversation analytic method, the ‘demonstration’ is defined as a social event comprising of a physical depiction and context-establishing interactional aspects. The three original articles introduce and examine interactional phenomena directly related to the aforementioned three aspects. The first article explores the employment of communicative moves necessary to establish the physical, temporal and participatory space for the demonstration. The second article explores the way in which the teacher and the partner can facilitate easier observation of the technique through interactional parsing, the return-practice and phase-clarifying actions. The third article explores the interaction between the teacher and the partner, by illustrating the different modalities in which the partner can be guided through the demonstration. / Tiivistelmä Tämä väitöskirja, sekä kolme alkuperäistä tutkimusartikkelia joihin se perustuu, tutkivat fyysisten taitojen opetusta kolmen budolajin, judon, Brasilialaisen jujutsun ja aikidon kontekstissa. Väitöskirja perehtyy multimodaalisiin ja kollaboratiivisiin tapoihin, joilla budo-opettajat, heidän partnerinsa, ja oppilaansa esittelevät budotekniikoita koko luokan kattavissa demonstraatiossa, eli tilanteissa, joissa jokainen osallistuja on osa yhteistä osallistujuuskehikkoa, joko tekniikka suorittamassa tai seuraamassa. Väitöskirja paljastaa kuinka, ja kenen toimesta demonstraatiot toteutetaan tarkastelemalla niiden esittäviä, tukevia, ja selvittäviä piirteitä. Väitöskirja hyödyntää multimodaalisen keskustelunanalyysin tutkimusmetodia ja määrittää ’demonstraation’ sosiaalisena tapahtumana, joka muodostuu kehollisesta näytöstä ja kontekstia-rakentavista vuorovaikutuksellista piirteistä. Väitöskirjan kolme alkuperäistä tutkimusartikkelia tarkastelevat yllämainittuihin kolmeen demonstraation piirteeseen liittyviä vuorovaikutuksen ilmiötä. Ensimmäinen artikkeli tarkastelee kommunikatiivisia siirtoja, joita hyödynnetään, kun luodaan demonstraatioiden vaatima fyysinen ja ajallinen tila sekä osallistumiskonfiguraatio. Toinen artikkeli tutkii opettajien ja heidän partnereidensa hyödyntämiä budotekniikan tarkkailua helpottavia vuorovaikutuksellisia ilmiötä: vuorovaikutuksellista jäsentämistä, paluu-käytännettä, sekä budotekniikan vaiheita selventäviä toimintoja. Kolmas artikkeli perehtyy erityisesti opettajan ja tämän partnerin väliseen vuorovaikutukseen paljastamalla eri modaliteetit, joilla partneria voidaan ohjata demonstraation aikana.

Cette recherche s’inscrit dans le champ de la didactique du FLE et de la communication médiée par ordinateur (CMO). L’étude se place dans une perspective interactionniste de l’acquisition d’une langue seconde (L2), selon laquelle l'apprentissage d'une L2 est facilité par les interactions interpersonnelles qui se produisent durant la réalisation d'une tâche. La recherche s'appuie sur le projet d'enseignement-apprentissage du FLE le « Français en 1ère ligne », qui met en relation des tuteurs en France et des apprenants américains de Berkeley dans un dispositif de visioconférence. L’objectif de l’étude est d’évaluer le potentiel acquisitionnel de ce dispositif, à travers l’analyse des séquences métalinguistiques déclenchées aux cours des interactions. Celles-ci constituent des épisodes où les interlocuteurs traitent les problèmes de code liés à l’intercompréhension et à la production langagière. En nous appuyant sur les principes de l’analyse conversationnelle d’inspiration ethnométhodologique, notre étude est empirique et principalement descriptive. La catégorisation des séquences métalinguistiques, la description du contexte situationnel d’apparition et des configurations interactionnelles, ainsi que l’analyse de la nature discursive des procédés utilisés pour solliciter l’aide du partenaire et réparer interactivement les obstacles linguistiques indiquent que les interactions vidéographiques en ligne sont susceptibles de déclencher des séquences métalinguistiques, similaires à celles produites en face-à-face. L’analyse de la multimodalité du dispositif, et plus précisément la façon dont les interlocuteurs ont recours aux différents modes de communication pour résoudre les problèmes de communication, montre les effets positifs de celle-ci sur l’apprentissage d’une L2. En effet, la multimodalité permet à l’apprenant une meilleure focalisation sur la forme et une prise de conscience plus efficace des écarts entre son interlangue et la langue cible. / This research contributes to the field of teaching and learning French as a Foreign Language and computer-mediated communication (CMC). Acquiring a second language (L2) is studied from an interactional perspective, according to wich learning a second language is facilitated through interpersonal interactions that occur during the execution of a task. The research builds on the teaching-learning project of the FFL " Français en 1ère ligne ," which connects tutors in France and American learners of Berkeley via a desktop videoconferencing tool. The aim of the study is to evaluate the potential of desktop videoconferencing through the analysis of the metalinguistic sequence triggered during the interactions. These sequences are episodes in which interlocutors address code problems related to mutual comprehension and language production. Based on the principles of conversation analysis with an ethnomethodological inspiration, our study is primarily empirical and descriptive. The categorization of metalinguistic sequences, the description of the situational context of appearance and interactional patterns, and the analysis of the discursive nature of the processes used to solicit the help of partner and repaired interactively language barriers, indicate that interactions through videoconferencing may trigger metalinguistic sequences, similar to those produced in face-to-face. The analysis of multimodality, focusing on how interlocutors use different modes of communication to solve communication problems, shows the positive effects on learning a second language. Indeed, multimodality allows the learner to better focus on form as well as a better awareness of the differences between his/her interlanguage and the target language.

Made available in DSpace on 2016-04-28T18:23:04Z (GMT). No. of bitstreams: 1 Silmara Souza Parise.pdf: 1535689 bytes, checksum: 4df8d44cbcedcd57c50322b6360ff037 (MD5) Previous issue date: 2015-06-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is the examination of disagreement in an informal casual talk-in-interaction between a man and a woman to verify the lexicogrammatical choices that highlight the occurrence of disagreements, and the circumstances surrounding these events. The study of the act of disagreeing in daily conversation has been associated to both, Conversation Analysis studies, based on the notion of preference, and to the concept of model of Politeness. There are notable points of convergence in the preference setting and politeness. More specifically, both see disagreement as socially disruptive and, thus, considered as the second dispreferred part or face-threatening-acts. Both approaches emphasize the fact that disagreements should be mitigated or postponed: between, within and across speech turns. Thus, conversational disagreements tend to be temporarily postponed and structurally complex and generally preceded by partial agreements, hesitations, requests for clarification, repetitions of the question, among others. In fact, the degree and the type of strategy used to mitigate face-threatening-acts or dispreferred acts cannot be postulated a priori, but must be supported by empirical data analysis, which are situationally and contextually sensitive of the event of speech in which the act occurs. The critical nature of the analysis carried out is supported by the Systemic Functional Linguistics, which allows the relationship between the microstructure of lexicogrammatical choices with the macrostructure of disagreement and their implications. Following the trend of this research area trend, I adopt an eclectic theoretical base, extracting insights of different approaches, but with special focus on Conversation Analysis, Systemic Functional Linguistics and Critical Linguistics. This research aims to answer the following questions: (a) How are disagreement and mitigation characterized linguistically? (b) Which roles do causality, concession and adversativity perform in this process? (c) What is the function of Appraisal and Modality in relation to these issues? / O objetivo desta pesquisa é o exame do desacordo em um diálogo informal entre um homem e uma mulher para verificar as escolhas léxico-gramaticais que marcam a ocorrência de desacordos, bem como as circunstâncias que cercam essas ocorrências. O estudo do ato de discordar na conversa diária tem sido associado de um lado ao trabalho de Análise da Conversa, com base na noção de preferência, e, de outro lado, ao conceito de face no modelo de polidez. Há notáveis pontos de convergência na definição de preferência e de polidez. Mais especificamente, ambas veem o desacordo como socialmente disruptivo, sendo assim, considerado como segunda parte despreferida ou atos-ameaçadores-de-face. Ambas as abordagens enfatizam o fato de que os desacordos devem ser mitigados ou adiados: entre, dentro e através de turnos. Assim, os desacordos conversacionais tendem a ser temporariamente postergados e estruturalmente complexos e, em geral, prefaciados por acordos parciais, hesitações, pedidos de esclarecimento, repetição da pergunta, entre outros. Na realidade, o grau e o tipo de estratégia usados para mitigar as ameaças-de-face ou os atos despreferidos não podem ser postulados a priori, mas precisam ser apoiados em análises de dados empíricos, sensíveis ao contexto tanto situacional quanto cultural - do evento da fala em que o ato ocorre. A análise de cunho crítico tem o apoio da Linguística Sistêmico-Funcional, que permite fazer a relação entre a microestrutura das escolhas léxico-gramaticais com a macroestrutura do desacordo e suas implicações. Seguindo tendência dessa área de pesquisa, adoto uma base teórica eclética, extraindo as intravisões de diferentes abordagens, mas com referência especial para a Análise da Conversa, a Linguística Sistêmico-Funcional e a Linguística Crítica. A pesquisa deve responder às seguintes perguntas: (a) Como se caracteriza linguisticamente o desacordo ou a sua mitigação? (b) Que papéis exercem, nesse processo, a causalidade, a concessividade e a adversatividade? (c) Qual é a função da Avaliatividade e da Modalidade em relação a essas questões?

Made available in DSpace on 2016-04-28T19:34:34Z (GMT). No. of bitstreams: 1 Maria Estela Maiello Modena.pdf: 1507004 bytes, checksum: e0cbb7296496450eeb120a95457400c6 (MD5) Previous issue date: 2009-04-13 / This study aims to identify and analyze problems related to the preservation and the threat of faces on interviews made for film documentary. For the development of the research, we selected a corpus composed of fifteen interviews which can be found within the documentary film Edifício Master (Eduardo Coutinho, 2002) and we sought to ascertain how the participants of the film selected defend and/or threat their faces, taking into consideration the singularity of the interaction s situation involved: the presence of cameras, future projection on a large scale, interlocutors interacting as "actors" of a film etc. Based on a socio-interactionist approach, the analysis started from a theoretical framework based mainly on the theories of Conversation Analysis and Pragmatics Linguistics. From these theories some of the needed subsidies were withdrawn, respectively, for the analysis of the characteristics that specify interview genus and, in particular, the documentary film interviews, and also for understanding the concept of face and other concepts derived from it. The analysis of the research s material has shown that for the construction, preservation and threat of their faces, the interviewees from the Edifício Master faced a dilemma in which their self-image, possibly valued in the social group they are part of, get into a conflict with the image they built to give strength to the character they represent in the film. The interactions made by the participants of the documentary will, therefore, seek for a balance between the roles they play in society and the roles they play in the film. The specificities of the selected corpus brought to light some elements that were not listed in most daily interactions, showing potential for further investigation and thus justifying the study / Este trabalho tem por objetivo identificar e analisar os problemas que envolvem a preservação e a ameaça de faces em entrevistas de cinema documentário. Para o desenvolvimento da pesquisa, selecionou-se um corpus composto de quinze entrevistas pertencentes ao documentário cinematográfico Edifício Master (Eduardo Coutinho, 2002) e buscou-se averiguar de que modo os participantes do filme selecionado defendem e/ou ameaçam suas faces, tendo em vista a singularidade da situação de interação em que estão engajados: presença de câmeras, futura projeção em grande escala, interlocutores interagindo como atores de um filme etc. Valendo-se de uma abordagem sócio-interacionista da linguagem, partiu-se de um referencial teórico embasado, sobretudo, em teorias da Análise da Conversação e da Pragmática Lingüística. Dessas teorias, retiraram-se os subsídios necessários, respectivamente, ao exame das características que particularizam o gênero entrevista e, em especial, as entrevistas de cinema documentário, e à compreensão do conceito de face e de outros conceitos dele derivados. A análise do material de pesquisa revelou que, relativamente à construção, preservação e ameaça de suas faces, os entrevistados-personagens do Edifício Master são colocados diante um dilema em que a imagem de si construída e, possivelmente, valorizada no grupo social do qual fazem parte entra em conflito com a imagem cinematográfica por eles construída para dar força à personagem que representam no filme. Os movimentos interacionais realizados pelos participantes do documentário vão, portanto, no sentido de uma busca de conciliação entre os papéis que desempenham na sociedade e os papéis que desempenham no filme. As especificidades do corpus selecionado trouxeram à luz elementos que não figuram na maioria das interações cotidianas, revelando possibilidades de estudos ainda pouco investigadas e justificando, assim, o estudo realizado

Made available in DSpace on 2015-03-05T18:10:47Z (GMT). No. of bitstreams: 0 Previous issue date: 19 / Nenhuma / Nesta dissertação, investiga-se, a partir da fala-em-interação, a co-construção de identidades (BUCHOLTZ e HALL, 2003, 2005; ZIMMERMAN, 1998) evidenciadas no decorrer de interações em aulas de alfabetização de jovens e adultos da modalidade EJA. Para melhor compreensão do cenário e dos participantes, faz-se um breve histórico da Educação de Jovens e Adultos (EJA) no Brasil, refletindo-se sobre o processo de escolarização de pessoas jovens e adultas. Além disso, apresentam-se os conceitos de letramento e de alfabetização que permeiam esta investigação. A perspectiva deste trabalho de que a fala é ação suscita que, ao estudar as falas, estudem-se as ações dos participantes a partir das quais se co-constroem identidades. Com o aporte da Sociolingüística Interacional (GUMPERZ, 1982, 2002; GOFFMAN, 1975, 1981, 1999, 2002, entre outros), da Análise da Conversa (SACKS; SCHEGLOFF; JEFFERSON, 1974; POMERANTZ; FEHR, 1997, entre outros) e de métodos como a Etnografia e a Microetnografia, destacam-se as identidades que / This study aims at investigating the co-construction of identities in talk-in-interaction (BUCHOLTZ and HALL, 2003, 2005; ZIMMERMAN, 1998) as evidenced in interactions in adult literacy classrooms. In order to provide a better understanding of the setting and participants, a brief history of adult education in Brazil is presented, particularly focusing on the process of formal schooling of adult students. The concepts of literacy and language learning, which are relevant for the current investigation, are also discussed. Based on the assumption that talking is acting, the analysis of turns at talk provides for the investigation of actions by which interactants co-construct their identities. Based on the frameworks of Interactional Sociolinguistics (GUMPERZ, 1982, 2002; GOFFMAN, 1975, 1981, 1999, 2002, among others), of Conversation Analysis (SACKS, SCHEGLOFF, JEFFERSON, 1974; POMERANTZ, FEHR, 1997, among others) and of ethnographic and microethnographic methods, identities emically oriented to by participants

Made available in DSpace on 2015-03-05T18:10:49Z (GMT). No. of bitstreams: 0 Previous issue date: 24 / Nenhuma / Nesta pesquisa, investigam-se interações em consultas médicas em postos de saúde públicos de uma cidade do interior do Rio Grande do Sul. O estudo qualitativo, que utiliza as ferramentas analíticas da Análise da Conversa (SACKS, SCHEGLOFF, JEFFERSON, 1974), deriva de um estudo maior (OSTERMANN, 2005), tem como objetivo fundamental investigar interações entre médica e mãe com seu(sua) filho(a) recém-nascido(a) no período do puerpério, analisando como se dá a construção e a negociação do conceito de normalidade. Quer-se ver quais as estratégias usadas pelas médicas para comunicar seu conhecimento e opinião, o que as mães falam e fazem nos consultórios pediátricos e como as participantes fazem para lidar com eventuais dificuldades de compreensão nas interações. Por isso, um estudo aprofundado das interações gravadas e transcritas foi realizado a fim de que tais questionamentos possam ser respondidos, e um pouco mais da comunicação entre médicos(as) e pacientes seja entendida. Como apontado por renomados estudios / This qualitative investigation, which uses the analytical tools of Conversation Analysis (SACKS, SCHEGLOFF, JEFFERSON, 1974), derives from a larger research study (OSTERMANN, 2005) and aims to investigate interactions between doctors and mothers during the puerperal time in public healthcare settings, analyzing how the concept of normality is built and negotiated. The idea is to bring new perspectives and questionings about these institutions, contribute to the traditional sociological analysis and provide a broader understanding about how people build and negotiate the concept of normality during medical consultations. This research is also an attempt to explore what is conceived as normal in relations to babies. This study aims at seeing which strategies are used by the doctors and what the mothers do and say at the doctor’s office. The transcribed and analyzed interactions in this study help raise questions and answers that enable us to understand doctor-patient interactions better. As some researchers po

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-09-24T12:37:05Z No. of bitstreams: 1 Tatiana Dilly Dexheimer_.pdf: 564022 bytes, checksum: dc30c0b4e680aa78777ee81a76700bb5 (MD5) / Made available in DSpace on 2018-09-24T12:37:05Z (GMT). No. of bitstreams: 1 Tatiana Dilly Dexheimer_.pdf: 564022 bytes, checksum: dc30c0b4e680aa78777ee81a76700bb5 (MD5) Previous issue date: 2018-06-19 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação de mestrado é um subprojeto de um projeto maior, intitulado “A mobilização do saber e do fazer: episteme e deonticidade na fala-em-interação institucional e na conversa cotidiana”. (OSTERMANN, 2016). Investigamos o tema de respostas não-conformativas no português brasileiro como resposta a perguntas polares e perguntas abertas do tipo específicas. O contexto de pesquisa é um hospital do SUS, localizado no sul do Brasil, e as interações gravadas consistem em aconselhamentos genéticos, ecografias obstétricas e morfológicas e ecocardiografias. A análise dos dados é realizada com base no aparato teórico-metodológico da Análise da Conversa. (SACKS; SCHEGLOFF; JEFFERSON, 1974). O objetivo desta dissertação é analisar e descrever as ações e implicações das respostas não-conformativas fornecidas por médicos/as a gestantes de médio e alto risco. Os resultados da investigação mostram que, no contexto investigado, as respostas não-conformativas apresentam características similares as respostas não-conformativas transformativas, indiretas e oracionais descritas em estudos anteriores em outras línguas. (STIVERS, HAYASHI, 2010; WALKER; DREW; LOCAL, 2011; FOX; THOMSPON, 2011). Evidenciamos, contudo, que as respostas transformativas de especificação e substituição geram trabalho interacional maior por parte do respondente, assim como as respostas transformativas de foco e pressuposição. Além disso, identificamos um tipo de resposta não-conformativa não descrita anteriormente na literatura: respostas transformativas que postergam o provimento da informação. Esse tipo de resposta foi identificado tanto como resposta para perguntas polares quanto para perguntas abertas do tipo específicas. Observamos que esse tipo de resposta ocorre em momentos que se revelam como interacionalmente ‘delicados’, tais como, comunicação de más notícias, de risco de morte fetal e de riscos decorrentes de procedimentos. Concluímos que as respostas transformativas que postergam o provimento da informação são uma forma de ajustar a fala levando em consideração o interlocutor e a potencial delicadeza das ações envolvidas naquela sequência interacional. Por fim, entendemos que as respostas transformativas permitem ao interagente resistir às imposições da pergunta e controlar, também, a pauta da interação. / This master’s dissertation consists of a subproject of a larger study, entitled “A mobilização do saber e do fazer: episteme e deonticidade na fala-em-interação institucional e na conversa cotidiana”. (OSTERMANN, 2016). It investigates non-conformative answers in Brazilian Portuguese to polar questions and wh-questions, more specifically, specifying questions. All the consultations audio recorded were held at a public health system hospital located in southern Brazil and the interactions consist of genetic counseling, morphological and fetal ultrasound and echocardiography. The data analysis is based on a conversational analytical perspective. (SACKS; SCHEGLOFF; JEFFERSON, 1974). The objective of this dissertation is to analyze and describe the actions and implications of non-conformative answers provided by doctors to moderate and high pregnancy women. The results indicate that non-conformative answers and transformative, indirect and clausal responses present similar characteristics. (STIVERS, HAYASHI, 2010; WALKER; DREW; LOCAL, 2011; FOX; THOMSPON, 2011). However, transformative answers of specification and replacement engender greater interactive work for the respondent, as well as transformative answers of focus and presupposition. Additionally, we have identified a kind of transformative answer that has not been described in the literature yet: transformative answers that postpone the provision of the information. These kind of answers have been identified as answers to polar questions as well as wh-questions on the kind of specifying questions. We have observed that these answers occur in moments that reveal to be interactionally delicate, for instance, delivery of bad news, fetal death risk, and risks arising from medical procedures. We have concluded that transformative answers that postpone the provision of the information are a way to adjust the talk taking into consideration the interlocutor and the potential delicacy of the actions involved in that interactional sequence. Finally, we understand that transformative answers allow the interlocutor to resist to the constraints of the questions and also control the agenda of the interaction.