Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-03-16T16:56:46Z No. of bitstreams: 1 Márcia Bernardes_.pdf: 2102304 bytes, checksum: 9e14aecf9af22dc0afa7b26b6e0d0327 (MD5) / Made available in DSpace on 2017-03-16T16:56:46Z (GMT). No. of bitstreams: 1 Márcia Bernardes_.pdf: 2102304 bytes, checksum: 9e14aecf9af22dc0afa7b26b6e0d0327 (MD5) Previous issue date: 2017-01-13 / Nenhuma / Essa pesquisa busca relacionar gênero e comunicação a partir da perspectiva de performances feministas sustentadas pelo uso do corpo nu da mulher em ações de ativismo social, vinculadas ou geradas no ambiente da internet e que propõem uma discussão centrada na violência contra a mulher. O trabalho parte do entendimento de que o uso do corpo nessas ações de ativismo ou mobilização social geram fluxos comunicacionais diferenciados e, sendo assim, constroem diferentes sentidos que refletem e são refletidos nos processos culturais da sociedade. Dessa forma, a pesquisa busca, por meio de uma experiência cartográfica, mapear ações com o uso do corpo nu da mulher por movimentos ou ativistas feministas e que encontraram na internet o espaço de expansão e disseminação dessas ações, desvelando os sentidos que emergem dessas performances. O objeto aqui é entendido como objeto/processo, uma vez que as ações têm múltiplas matizes, intensidades e relevos, sendo algo em constante movimento. Para compor a metodologia, além da cartografia, foi utilizada a realização de grupos focais, que permitiram uma percepção mais acurada do objeto/processo em suas dimensões online e offline. Os mapas teóricos contemplaram, principalmente, os estudos de gênero a partir da ótica pós estruturalista (Butler, Scott, Louro) e a comunicação desde a perspectiva dos estudos culturais, com o desafio de pensar também a partir das materialidades da comunicação (Gumbrecht), passando por discussões sobre corpo e performance. Além disso, uma abordagem sobre os movimentos feministas e o contexto atual da mulher na sociedade compõem o estudo. Os resultados apontam para três principais vertentes de sentidos construídos, que são atravessados constantemente por questões relacionadas às mulheres e pautas históricas do movimento feminista: 1) o choque com a perfomance ou com a nudez “fora de contexto”; 2) a discussão sobre o que é próprio da mulher (lugar de mulher é) e 3) a efetiva mobilização social para a causa (meu corpo, minhas regras!). É possível afirmar que o ativismo enxerga nessas ações uma forma de deslocar ou questionar o uso da nudez feminina na publicidade e no consumo, atrair a atenção para a pauta da violência contra a mulher e reforçar as afirmações sobre a mulher como dona do próprio corpo. Alem disso, contribui para questionar as questões culturais marcadas pelo machismo e pela herança patriarcal. Por outro lado, alguns sentidos construídos apontam para a manutenção da cultura existente e dos discursos centrados nas normas e padrões estabelecidos para homens e mulheres. / This research intend to relate gender and communication from the perspective of feminist performances supported by the use of the naked body of women in actions of social activism, linked or generated in the internet environment and that propose a discussion conserning the violence against women. The work starts from the understanding that the use of the body in these actions of activism or social mobilization generate differentiated flows communication and construct different senses that reflect and are reflected in the cultural processes of the society. In this way, the research searches, through a cartographic experience, to map actions with the use of the naked body of the woman by feminist movements or activists and that found in the internet the space of expansion and dissemination of these actions, revealing the senses that emerge from these performances. The object here is understood as object/process, because the actions have multiple shades, intensities and reliefs, being something in constant movement. The methodology consists, besides the cartography, the focal groups realization, that allowed a more accurate perception of the object/process in online and offline dimensions. The theoretical maps focused mainly on the studies of gender from the post structuralism view (Butler, Scott, Louro) and communication from the perspective of cultural studies, and with the challenge of thinking also from the materialities of communication (Gumbrecht), including discussions about body and performance. In addition, an approach to feminist movements and the current context of women in society make up the study. The results point to three main strands of constructed meanings, which are constantly crossed by issues related to women and historical guidelines of the feminist movement: 1) the shock of perfomance or nudity "out of context"; 2) the discussion about what belongs to the woman and 3) the effective social mobilization for the cause (my body, my rules!). It is possible to affirm that activism sees in these actions a way of dislocating or questioning the use of female nudity in advertising and consumption, attracting attention to the pattern of violence against women, and reinforcing affirmations about women as owners of their own bodies. In addition, it contributes to question the cultural issues marked by machismo and patriarchal heritage. On the other hand, some constructed senses point to the maintenance of the existing culture and discourses centered on norms and standards established for men and women.

Made available in DSpace on 2014-12-17T15:06:41Z (GMT). No. of bitstreams: 1 JoseCezinaldoRB.pdf: 482596 bytes, checksum: e21a9101bcf62c7fc143b853215087cd (MD5) Previous issue date: 2007-08-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In this study we investigate the reference to other s discourse done it through the resource of direct cited discourse at background section in monographic texts produced by university students at the last phase of final work in their graduate Letras course. This work is guided in cited/related discourse studies in Bakhtin (2004), Authier-Revuz (1990, 1998, 2004), Maingueneau (1996, 2002), Charaudeau and Maingueneau (2004); in genre approaches developed by Bakhtin (2000); Maingueneau (1996, 2002); socio-discursive interaction (BRONCKART, 1999, 2003; SCHNEUWLY, 2004; DOLZ e SCHNEUWLY, 2004) and Bazerman (2005); and also in presuppositions of Textual Linguistics presented by Charrolles (1988), Van Dijk (1997), Beaugrande and Dressier (1981), Koch and Travaglia (1993, 1995), Koch (2002, 2004) and Val (2000, 2004). We have established as aims to analyze and interpret meaning relations problems in how to articulate direct cited discourse with citing discourse and at the same time explain semantic implications that comes from that articulation that compromise text meaning, at background section in that monographic genre. The analysis, by qualitative and quantitative basis in eleven monographic works that form our corpus, gave us the opportunity to achieve and see that meaning relationships in the articulation of direct cited discourse with citing discourse show problems that may be categorized into three different groups: problems related to meaning relationships with citing discourse that comes before it, problems of meaning relationships with citing discourse that comes after it, and problems with of meaning relationships with citing discourse that come before it and at the same time with citing discourse that comes after it (i.e. in relation to both). These analysis also allow us assert that, these problems, just because they occur frequently, they affect the micro level text coherence, and they also compromise the text global meaning. The results show that students at Letras Course, even in the ending process of their course do not show the real domain in relation to some ways of direct cited discourse organization and working, and also how the ideas articulation work in the construction of relations between direct cited discourse and the citing discourse that can turn those students able to produce a text that enhance acceptable patterns / Neste estudo, investigamos a refer?ncia ao discurso do outro, feita atrav?s do recurso do discurso citado direto, na trama textual da se??o de fundamenta??o te?rica de monografias produzidas por estudantes universit?rios, em fase de conclus?o de curso de Licenciatura em Letras. A pesquisa ? orientada a partir dos estudos sobre discurso citado/relatado de Bakhtin (2004), Authier-Revuz (1990, 1998, 2004), Maingueneau (1996, 2002), Charaudeau e Maingueneau (2004), das abordagens de g?neros desenvolvidas por Bakhtin (2000); Maingueneau (1996, 2002), interacionismo s?cio-discursivo (BRONCKART, 1999, 2003; SCHNEUWLY, 2004; DOLZ e SCHNEUWLY, 2004) e Bazerman (2005); e de pressupostos da Lingu?stica do Texto apontados por Charrolles (1988), Van Dijk (1997), Beaugrande e Dressler (1981), Koch e Travaglia (1993, 1995), Koch (2002, 2004) e Val (2000, 2004). Foram estabelecidos como objetivos analisar e interpretar problemas de rela??es de sentido na articula??o do discurso citado direto com o discurso citante e explicitar implica??es decorrentes desses problemas para a constru??o do sentido da trama textual da se??o de fundamenta??o te?rica do g?nero monogr?fico. A an?lise, de base qualitativa e quantitativa, das 11 monografias que constituem o corpus, permitiu-nos constatar que os problemas de rela??es de sentido na articula??o do discurso citado direto com o discurso citante podem ser caracterizados a partir de tr?s agrupamentos: problemas de rela??es de sentido com o discurso citante que lhe antecede, problemas de rela??es de sentido com o discurso citante que lhe sucede e problemas de rela??es de sentido com o discurso citante que lhe antecede e, simultaneamente, com o discurso citante que lhe sucede. Permitiu-nos constatar, ainda, que esses problemas, dada a recorr?ncia com que ocorrem, afetam a coer?ncia no n?vel da micro estrutura textual e prejudicam a constru??o do sentido global do texto. As conclus?es demonstram, portanto, que o estudante do curso de Letras, mesmo estando em fase de conclus?o de curso, n?o tem dom?nio acerca de determinados modos de organiza??o e funcionamento do discurso citado direto e do trabalho de articula??o das id?ias no tecer da rela??o entre o discurso citado direto e o discurso citante que o habilite ? produ??o de um texto que atenda aos padr?es aceit?veis

Made available in DSpace on 2014-12-17T15:06:51Z (GMT). No. of bitstreams: 1 NelsonFSJ_DISSERT.pdf: 3337475 bytes, checksum: 226e09b5130058ff2165989ac30f42d7 (MD5) Previous issue date: 2010-01-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / There is still a lot to be said about the relationship between culture, cognition and language. Within an embodied cognition perspective to language, it may be understood that the senses generated and used in discourse are built and negotiated not only linguistically, since they also involve stereotypes, schemes, frames, etc. These cognitive structures, in turn, would emerge from subjects experiences and interactions with a sociohistorically constituted environment. With that in mind, what would happen if someone had an altered view in the perception of such environment? The objective of this master s thesis was to understand the process of meaning construction, aiming at the activation of frames, in the discourse of people who have been diagnosed as schizophrenic and have been hospitalized, that is, individuals who have their socio-environmental perception affected. With that aim in mind, a speech corpus was generated with three schizophrenic patients from Professor Severino Lopes Psychiatric Hospital. The data were collected and analyzed qualitatively, based on the theoretical and analytical premises of Cognitive Linguistics, more specifically, of Simulation Semantic perspective. Therefore, it was possible to identify aspects related to meaning construction processes in the discourse of schizophrenic patients, understanding that language is integrated with cognition and culture. Therefore, the alteration in the way experiences are perceived by schizophrenic patients affect the linguistic production of these subjects. Finally, if we take into consideration that the mental disturbance caused by schizophrenia results in a change in perception of reality by these individuals, we can infer an implication of such factors in language and, subsequently, the interference of such issues in the meaning construction processes in the discourse of patients diagnosed with schizophrenia / Muito ainda h? para se compreender acerca das rela??es entre cultura, cogni??o e linguagem. Tendo como ponto de partida a perspectiva corporificada da linguagem, podese perceber que os sentidos gerados e utilizados nas produ??es discursivas s?o constru?dos e negociados n?o apenas linguisticamente, um vez que envolvem tamb?m estere?tipos, esquemas, frames etc. Por sua vez, essas estruturas cognitivas adviriam das experi?ncias e intera??es dos sujeitos inseridos num ambiente s?cio-historicamente constru?do. Tendo isso em mente, o que ocorreria caso algu?m tivesse uma altera??o na percep??o desse ambiente? Esta disserta??o teve como objetivo a compreens?o de processos de constru??o do sentido, tendo em vista a ativa??o de frames, na fala de pessoas diagnosticadas como esquizofr?nicas em situa??o de interna??o, isto ?, indiv?duos que t?m um afetamento na percep??o de seu entorno social. Visando tal foco, gerou-se um corpus da fala de tr?s pacientes com esquizofrenia, internos do Hospital Psiqui?trico Professor Severino Lopes, sob uma abordagem metodol?gica qualitativa de pesquisa, utilizando-se dos pressupostos te?ricos e anal?ticos da Lingu?stica Cognitiva, mais especificamente da perspectiva da Simula??o Sem?ntica. Vislumbra-se, portanto, a compreens?o de aspectos relacionados aos processos de constru??o do sentido na fala de pessoas com esquizofrenia, entendendo-se que a linguagem est? integrada ? cogni??o e ? cultura. Ent?o, a altera??o na maneira como as experi?ncias s?o percebidas afetam a produ??o lingu?stica. Por fim, entendendo que a desestrutura??o mental ocasionada pela afeta??o esquizofr?nica acarreta numa mudan?a nos modos de percep??o da realidade pelo indiv?duo, pode-se inferir a implica??o desses fatores para com a linguagem e, subsequentemente, a interfer?ncia de tais quest?es sobre o sentido na fala de pacientes diagnosticados com esquizofrenia

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-25T16:46:04Z No. of bitstreams: 1 andreanovelinovianna.pdf: 1523361 bytes, checksum: ed05baccaf4af41cddc1e6983a3e91a8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T12:25:32Z (GMT) No. of bitstreams: 1 andreanovelinovianna.pdf: 1523361 bytes, checksum: ed05baccaf4af41cddc1e6983a3e91a8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T12:26:02Z (GMT) No. of bitstreams: 1 andreanovelinovianna.pdf: 1523361 bytes, checksum: ed05baccaf4af41cddc1e6983a3e91a8 (MD5) / Made available in DSpace on 2016-12-15T12:26:02Z (GMT). No. of bitstreams: 1 andreanovelinovianna.pdf: 1523361 bytes, checksum: ed05baccaf4af41cddc1e6983a3e91a8 (MD5) Previous issue date: 2009-08-19 / Este trabalho se organizou a partir de uma pesquisa qualitativa de abordagem histórico-cultural fundamentada em Vygotsky e Bakhtin. Com base nos pressupostos teóricos desses autores, buscou-se compreender os sentidos construídos por um grupo de professores de Matemática do Colégio de Aplicação João XXIII acerca do uso do computador na Sala de Telemática para o trabalho com conceitos matemáticos. Foram utilizadas com esses professores entrevistas coletivas como desencadeadoras de discursos. Na análise compreensiva desses discursos, foram organizados três núcleos de significação. No primeiro focalizaram-se os desafios e possibilidades na implantação de uma proposta de uso do computador no ensino de matemática na escola. Com base nos discursos dos professores, compreendeu-se o potencial do software livre GeoGebra, utilizado nas aulas pelos professores para o trabalho de conteúdos matemáticos. No segundo núcleo, foram analisadas as ações e atitudes dos alunos e professores diante do computador, na sua multiplicidade de recursos que seduzem e desafiam. Observaram-se como os professores e alunos estavam se adaptando àquele espaço, fazendo dele lugar de aprender de forma participante, colaborativa e com autonomia. No terceiro núcleo, foi possível analisar as diferenças observadas pelos professores entre o processo de construção do conhecimento desenvolvido na Sala de Telemática e na sala de aula convencional. No espaço da Sala de Telemática, com o uso do computador, através dos recursos do software GeoGebra, foi possível compreender que a introdução de conteúdos matemáticos era flexível e o conhecimento se construía de uma forma ativa, favorecendo a interação e colaboração entre alunos. / This work was developed by means of qualitative research based on the historical and cultural approach as proposed by Vygotsky and Bakhtin, attempting to analyse the meanings constructed by a group of Math teachers from the Federal School João XXIII as regards computer use in developing mathematical concepts in the Telemath Room. Collective interviews with these teachers were used in order to prompt discourse. In analyzing such discourse, three sets of meanings were observed. As for the first one, challenges and feasibility in implementing a proposal for computer use in math teaching were focused. Based on the teachers´discourse, the free software GeoGebra was found to be a potential tool in teaching mathematical concepts. The second set refers to the actions and attitudes by both teachers and students before the computer, analysing their multiple resources which seduce and challenge people. Both teachers and students were found to become used to that environment, making it a participative, collaborative, autonomous learning environment. The third set analyses the differences found by the teachers in regard to the knowledge building process in the Telemath Room and in the conventional classroom. As for the Telemath Room, the use of computers and the resources of the Geogebra Software were found to be as a flexible way to introduce mathematical concepts and knowledge was found to be built actively, favouring both interaction and collaboration among students.

[pt] A presente pesquisa se situa na confluência entre essa presença multimodal para o desenvolvimento de uma consciência crítica sobre o caráter ideológico na trajetória formativa do Ensino Superior em Design. Com o objetivo de contribuir para uma reflexão sobre os processos formativos dos futuros designers na sociedade, este estudo faz uma investigação sobre a presença multimodal em experiências de sala de aula, enfatizando-a enquanto estruturadora de práticas discursivas com reflexos no âmbito social. A pesquisa explora em que medida a formação em Design incorpora uma reflexão sobre os objetos de uso, sistemas de informação em serviços no domínio da pragmática, debatendo sobre o objeto em uso como mediador de significados individuais e coletivos. O contexto de observação se dá em um curso de Bacharelado em Design com habilitação em Comunicação Visual de uma instituição de Ensino Superior do Rio de Janeiro, e se fundamenta nos princípios da pesquisa qualitativa e da observação participante. Nos aproximamos da abordagem teórico-metodológica da Sociolinguística Interacional como base para a interpretação dos dados. A ponte da multimodalidade como condição propulsora dos processos de construção de sentidos sociais está fundamentada na obra de Fairclough. Bomfim, Couto, Farbiarz e Novaes são os autores que sustentam a construção epistemológica do Design como campo produtor de sentidos a partir de atos de linguagem. Entre os achados e reflexões da pesquisa, encontram-se esquemas de conhecimento nas interações inerentes a uma práxis analítica e crítica, e identifica-se uma diversidade de ocorrências de perspectivas pragmáticas nas práticas pedagógicas. / [en] The present research is placed at the confluence between this multimodal presence for the development of a critical awareness about the ideological character in the formative trajectory of Higher Education in Design. In order to contribute to a reflection on the training processes of future designers in society, this study investigates the multimodal presence in classroom experiences, emphasizing it as a structuring of discursive practices with reflections in the social sphere. The research explores the extent to which Design training incorporates a reflection on the objects of use, information systems in services in the domain of pragmatics and debating on the object in use as a mediator of individual and collective meanings. The observation context takes place in a Bachelor s Degree in Design with a degree in Visual Communication from an institution of Higher Education in Rio de Janeiro, and is based on the principles of qualitative research and participant observation. The use of theoretical-methodological approach of Interactional Sociolinguistics is the base for the interpretation of the data. The bridge of multimodality as a driving force in the processes of construction of social meanings is based on the work of Fairclough. Bomfim, Couto, Farbiarz and Novaes are the authors who support the epistemological construction of Design as a field that produces meanings based on acts of language. Among the findings and reflections of the research, it is found knowledge schemes in the interactions inherent to an analytical and critical praxis, and it is identified a diversity of occurrence of pragmatic perspectives in pedagogical practices.

[pt] Esta é uma investigação em torno de possibilidades de ativação de potências poéticas individuais através da experimentação visual e suas implicações no contexto do ensino de graduação em Design. Ela apresenta uma reflexão em torno de processos criativos, trabalhando com a questão norteadora de que o investimento simultâneo na literacia visual, no conhecimento da História da Cultura e no exercício de práticas reflexivas que trabalhem a visualidade no ensinoaprendizagem, pode contribuir para o desenvolvimento da autopoiese do indivíduo. O processo apresentado tem como objetivo estimular os agentes envolvidos a encontrarem suas potências poéticas e, desse modo, envolve a experimentação visual da própria pesquisadora. Para tanto, trabalharemos com os autores que vão de Paulo Freire, Bell Hooks e Jorge Larrosa Bondía, a Ailton Krenak e Humberto Maturana, passando por Geroges Didi-Huberman e Jacques Rancière. Artistas como Robert Rauchenberg, Francis Alÿs, Vija Celmins, Janine Antoni e Marcelo Moscheta acompanham o mergulho pessoal da autora em sua atividade poética a fim de atestar suas premissas de pesquisa. / [en] This is an investigation around possibilities of activation of individual poetic powers through visual experimentation and its implications in the context of undergraduate teaching in Design. It presents a reflection around creative processes, working with the hypothesis that the simultaneous investment in visual literacy, knowledge of the History of Culture and in the exercise of reflexive practices that work visuality in teaching-learning, can contribute to the development of the individual s autopoiesis. The process presented aims to stimulate the agents involved to find their poetic powers and, thus, involves the visual experimentation of the researcher herself. To this end, we will work with authors ranging from Paulo Freire, Bell Hooks and Jorge Larrosa Bondía, to Ailton Krenak and Humberto Maturana, as well as Georges Didi-Huberman and Jacques Rancière. Artists such as Robert Rauchenberg, Francis Alÿs, Vija Celmins, Janine Antoni and Marcelo Moscheta accompany the author s personal dive into her poetic activity in order to attest to the premises of her research.

Research indicates that the number of individuals diagnosed with neurological, learning and psychiatric disorders has shown a sharp increase in recent years. An increasing acknowledgement of the importance of narratives and discourses in constructing social reality has stimulated much debate on the consequences of diagnosing individuals with such diagnostic labels. The aim of this study was to explore the ways in which such individuals construct meaning from their experiences of adapting to their diagnostic labels by reframing them as interpersonal metaphors. In service of this aim, a social constructionist epistemology was adopted and discourse analysis was used to analyse the results from three participants’ interview data. The results indicate that participants managed to construct meaning from their experiences with their diagnostic labels through a reframing process that serve to promote positive perceptions of self in relation to others. Furthermore, this meaning-construction process appears to be a reflective and interactional one, in that it relies on a negotiation of meanings between people in a retrospective fashion. / Psychology / M.A. (Clinical Psychology)

本文旨在探索被「常識化」、「瑣碎化」的一般人的聆聽感受與詮釋，以十二位大學生對歌曲〈菊花夜行軍〉的聆聽論述為分析對象，希望從他們所敘說的「個人真實」中，探究「聆聽者對自身聆聽經驗賦予意義的歷程」。本文具體的研究問題有二：首先，聆聽者如何與一首歌曲文本進行「互動」，將「非語意」的音樂聲響與聆聽感受賦予意義？這些意義是透過哪些敘說類型表達出來？其次，形塑聆聽意義的關鍵因素為何？這些因素如何發生作用？ 研究結果發現，人們置身音樂聲響的環抱之初，感受到的是「渾沌」的情緒現身：一種「身處陌生的音樂聲響，意識不知該指向何方」的狀態。為了「領會/理解」自己所聽到的音樂文本「是什麼」，聆聽者朝向自身的「先前理解」尋求答案。在獲得「領會/理解」的歷程中，聆聽者以「分段呼應聲響線索」、「綜合聆聽感受為一意境」、「提出主觀評價」、「拼湊語意線索」、「參照已知歌詞做詮釋」等「意義建構模式」與文本進行互動，此時「先行具有」與「先行掌握」就像折射鏡，讓聆聽者看到當下自己所「先前見到」的聲響線索和語意線索，與自身過去的生命經驗有何牽連。同時間，聆聽感受也就在自身「先前理解」的映照下逐漸「語意化」、「邏輯化」，而獲得具體的意義。這些意義透過各種「意義建構類型」具體地轉化為言語，而以「聯想故事/意象/意境」、「共感性格」、「形式樣態」、「主觀評價」等「譬喻校正」的語彙，以及「提出形式術語」、「搜尋語意線索」、「參照歌詞詮釋」等相對明確的敘說方式給出。 簡言之，「音樂聆聽經驗的意義建構」就像是「究竟」與「認識」的歷程，在此之中，聆聽意義在辨證與給出的過程中與原初的「渾沌情緒」逐漸脫鈎。然而，儘管「音樂聆聽經驗的意義建構」不能充分表達聆聽者當下的體會，但這不表示聆聽者所敘說、分享的故事與感覺不夠「原真」而沒有價值；相反地，聆聽者以自身的意識與生命經驗與文本彼此呼應，從而給作品多采多姿的意義，不但豐富了音樂的價值，更讓聆聽者藉此了解到作品與自身的關係，並且從意義的映照當中，看見自己某個當下的處境、價值與慾求。 / The purpose of this thesis is to explore people’s listening experience, and to establish an interpretative grounded theory about the process of personal musical meaning construction, which is usually thought to be trivial. Several research questions are to be answered under the research purpose above: First, how do listeners interact with a piece of music and locate certain personal meanings in minds for the originally non-semantic acoustic sounds? Second, in which ways are these personal meanings given by oral narrations? Third, what’s the crucial factor affecting listeners’ idea about their feelings? How does the factor influence the process of meaning construction? To answer these questions, the researcher interviewed 12 college students, asking them to talk about their personal views toward one musical text: Labor Exchange Band’s song titled “The Night March of the Chrysanthemums” before and after reading the lyrics. The collective narratives indicate that interviewees felt an ineffable “chaos” state, in which they tried to position their consciousness, once embraced in the sonorous envelop of the musical text. To understand what and why some feelings were aroused in their mind, interviewees searched for the “pre-understanding” themselves, and then the “pre-possession” and the “pre-grasp” in their personal life experience let them make sense of certain “musical attributes” in the musical text, such as melody, harmony, rhythm, timber, language, linguistic meaning. Moreover, the interaction between these musical attributes and listeners’ pre-understanding invented some acoustic or semantic clues, and then produced vivid meanings for the previous chaos listening experience. On the other hand, the personal musical meanings were given in three ways: First, the interviewees expressed their feelings by “metaphorical correction”, which consists of the following four kinds of narrative form: “Associated story, image, or one abstract artistic conception”, “synesthesia character”, “formal condition” and “subjective judgment”. Second, they identified what they had heard by “formal jargons”, which are taken by generally musicological common consensus. Third, they elaborated their musical meanings by “semantic clues” identified by cultural system they aware of, as well as the lyric content they had just caught. In sum, the process of musical meaning construction is like a journey of making sense what the listener has heard within personal psychological history. In the process, the fluid meaning interpreted by the listener might be different from the primitive moved arousal. However, it doesn’t indicate that the reflective discourses are not “authentic” enough or too trivial. On the contrary, the idiosyncratic narratives from private life experience not only bestow diverse values on the musical text, but also represent the relationship between the listener and the music, mirroring the interpreter’s condition, value and desire at a particular moment.

Ce travail a comme source une réflexion sur les problèmes liés à la complexité de lasémantique adjectivale. Puisque l’adjectif constitue le noyau de cette thèse, nous ledéfinissons et faisons ainsi ressortir ses caractéristiques, notamment la souplesse dont il faitpreuve. Nous envisageons la modification du nom par l’adjectif, puis nous considérons laplace de ce dernier vis-à-vis du substantif recteur ainsi que les changements de sens entreantéposition et postposition.Chemin faisant, notre réflexion porte non seulement sur la notion de sens mais aussisur la construction du sens que nous considérons comme un processus dynamique. Nousmettons en avant l’activation de l’information ainsi que les problèmes rencontrés lors de laconstruction du sens d’expressions Adj-N et N-Adj. La polysémie lexicale constitue un despoints sur lesquels nous nous attardons puisque ce phénomène est au centre de la langue.Nos recherches s’intègrent dans le cadre de la Grammaire Cognitive deR.W. Langacker (1987, 1991, 2008). Nous étudions donc l’adjectif de même que lacombinaison Adj-N/N-Adj à la lumière de cette théorie. Notre raisonnement nous amène ànous questionner, entre autres choses, sur la représentation sémantico-conceptuelle associéeaux adjectifs à sens multiples.Nous postulons que toute expression linguistique est associée, dans l’appareil cognitifdes locuteurs-auditeurs, à une structure conceptuelle d’informations organisées. Notreréflexion s’oriente vers la représentation des items lexicaux à sens multiples en GrammaireCognitive. Le modèle des réseaux schématiques (Schematic Network Model) permet de rendrecompte des différents sens d’un lexème ainsi que des liens les unissant. Sur la base destravaux de D. Tuggy (1993), nous proposons de répartir les représentationssémantico-conceptuelles des mots à sens multiples le long d’un continuum allant del’homonymie au vague, en passant par la polysémie et la multi-facialité. Enfin, nousproposons une analyse des adjectifs à sens multiples pauvre, cher et curieux, toujours dans lecadre de la Grammaire Cognitive. Pour chacun d’entre eux, nous établissons unereprésentation sémantico-conceptuelle et nous donnons les régularités sémantiques liées à laconstruction du sens lors leur combinatoire avec un substantif. / This work is concerned with the problems which surround the complexity of adjectivalsemantics. As the adjective is at the heart of this thesis, we firstly seek to define it and, in doingso, we bring to light its characteristics, and in particular its flexibility. We consider theadjective when used in noun modification before turning to the place of the adjective withregards to the noun and, finally, considering the changes in meaning between adjectives in theanteposition and postposition.Inevitably, our reflection concerns not only the notion of meaning but also meaningconstruction,which we consider as a dynamic process. We focus upon the activation of theinformation as well as the problems linked to meaning-construction of Adj-N and N-Adjexpressions. We pay particular attention to lexical polysemy; this phenomenon being centralto language.The framework for our research is that of R.W. Langacker’s Cognitive Grammar(1987, 1991, 2008). We, thus, study the adjective as well as the Adj-N/N-Adj combinations inlight of this theory. Our reasoning brings us to question, among other things, the semanticconceptualrepresentation associated with adjectives which offer multiple meanings.We postulate that any linguistic expression is associated, in a speaker-hearer’scognitive device, with an abstract structure of organized information. Our reflection turns tothe representation of lexical items which offer multiple meanings in Cognitive Grammar. TheSchematic Network Model is used to allow us to take into account different meanings of alexeme as well as the links between them. On the basis of D. Tuggy’s works (1993), wesuggest distributing the semantic-conceptual representations of words with multiple meaningsalong a continuum going from homonymy to vagueness, and including polysemy andmultifaciality. Finally, we offer an analysis of the adjectives pauvre, cher and curieux whichhave multiple meanings, once again within the framework of Cognitive Grammar. For each ofthese adjectives, we establish a semantic-conceptual representation and we offer the semanticregularities connected to meaning-construction when these adjectives are combined with anoun.

Cette recherche a pour objet le rapport entre événements marquants et dynamique de (ré)construction de sens à l’échelle de biographies individuelles. Nous nous intéressons aux constructions de sens que les dirigeants des entreprises de l’économie sociale opèrent autour de leur activité et d’eux-mêmes en activité, lorsqu’ils vivent/évoquent des événements qu’ils considèrent comme marquants dans leur vie professionnelle. L’intérêt de cette approche est de contribuer à la réflexion sur les liens entre formation, activité professionnelle et (ré)construction des sujets dans une perspective diachronique. Le travail sur le sens (Vidaillet, 1996; Barbier, 2011) fait partie de l’activité attendue des dirigeants. Il leur est demandé de devenir des « donneurs de sens ». Cette attente sociale est d’autant plus forte auprès des dirigeants de l’économie sociale que leur culture prône des pratiques économiques respectueuses des valeurs telles que la solidarité, ou la coopération, dans une démarche qui se veut démocratique et in fine émancipatrice pour les êtres humains. Les enjeux de sens sont donc doubles pour ces dirigeants: d’une part ils constituent une matière de leur travail de dirigeants, d’autre part ils leur sont essentiels en tant que membres de la culture de l’économie sociale.Évoquer des événements marquants invite les dirigeants à réfléchir à leur parcours à partir de situations concrètes. Deux hypothèses sont formulées : les événements marquants constitueraient des ruptures dans les processus de construction de sens et ces événements mettraient en jeu des sens collectif liés à l’économie sociale. Le cadre théorique répond à une approche multiréférentielle (Ardoino; Souto). Il fait appel aux apports de la psychologie culturelle (Bruner), de la psychologie narrative (Crossley) et de la formation des adultes (Souto; Barbier) pour approcher les constructions de sens. La sociologie, la psychosociologie, et l’herméneutique (Gadamer) sont sollicitées pour interroger la notion d’événement. Des entretiens non directifs auprès de treize dirigeants ont donné lieu à la production de 39 récits d’expérience personnelle. L’analyse narratologique se centre sur les composantes de chaque récit afin de comprendre la dynamique des (ré)constructions de sens vécus/ évoqués/déclenchés. Les résultats obtenus sont de deux types. D’un point de vue théorique, l’analyse des événements marquants permet de penser la (ré)construction de sens comme une articulation dynamique d’émotions, d’horizons d’attente, de principes d’action, de temporalités différentes, associées à des situations vécues par le dirigeant. Par ailleurs, la structure des récits et leurs thèmes, dévoilent à la fois le caractère collectif des (ré)constructions de sens et les éléments occultés par la culture de l’économie sociale. D’un point de vue de la praxéologie, les caractéristiques des récits portant sur les événements marquants sont susceptibles d’intéresser les formateurs utilisant cette méthode. / The present research work focuses on the relation between significant professional life events and the meaning (re)construction dynamics regarding individual biographies. The attempt here is to understand how CEOs within social economy enterprises, operate meaning (re)constructions in relation to their professional activity and to themselves, when they live/evoke the events they consider significant in their professional lives. The interest of this approach is to discuss the links between lifelong learning, professional activity and (re)construction of individuals with a diachronic perspective. Society expect CEOs to construct meaning (Vidaillet, 1996; Barbier, 2011). This expectation is all the stronger with the leaders of the social economy, that their culture advocates economic practices respectful of values such as solidarity or cooperation, in a process that is democratic and ultimately emancipatory for individuals. The stakes of meaning are thus double for these leaders: on the one side, it constitutes a matter of their work as leaders; on the other side, it is essential to them as members of social economy culture. To evoke the significant events, invites leaders to elaborate on their professional lives as from real situations. Two hypothesis are discussed here: significant events would constitute ruptures in the dynamics of meaning construction and these events would relay culture meanings. The theoretical frame corresponds to a multi-referential approach (Ardoino; Souto): cultural psychology (Brunner) narrative psychology (Crossely), lifelong learning theories (Souto, Barbier), psycho-sociology and hermeneutics (Gadamer) perspectives are used to explore the notion of event.Non-directive interviews with 13 leaders produced 39 accounts of personal experiences. The narrative analysis center on the components of each account to understand the dynamics of (re)constructions of lived/ evoked/ triggered meaning. The results are of two types: from a theoretical point of view the analysis of significant professional life events conceives them as the dynamic articulation of goal expectations, action principles, temporalities associated to the situations lived by the leaders. Besides, the structure of the narratives and their themes, reveal the collective character of the (re)construction and the elements masked by the social economy culture. From a praxeological point of view, the characteristics of the professional life events accounts may interest trainers who apply this method.