Orientador: Antônio Suárez Abreu / Banca: Maria do Rosário de Fátima Valencise Gregolin / Banca: Eliana Izabel Scurciatto / Banca: Maria Flávia de Figueiredo Pereira Bollela / Banca: Iracema Aparecida Wada Papa / Resumo: O objetivo deste trabalho foi encontrar novos direcionamentos para o ensino de língua, na dinâmica complexa da ordenação de ideias em textos escritos por alunos universitários. Nossa hipótese básica é de que um número considerável de jovens ingressantes no ensino superior não redige com clareza por falta do necessário domínio das estruturas sintáticas e suas funções, o que decorre, a nosso ver, de um equívoco na concepção de língua e de escrita sob a qual eles foram educados. Com o intuito de compreender as estratégias linguísticas utilizadas por alunos recém-admitidos em faculdade, para organizar com clareza as suas ideias, recorremos à perspectiva funcionalista e aos postulados da Linguística Cognitiva, uma vez que esses modelos teóricos partilham a mesma noção de que a língua é parte da cognição humana, devendo, pois, ser estudada em função do contexto sociocomunicativo. O corpus desta pesquisa é constituído por um conjunto de textos escritos por ingressantes em Direito, visto que deles - mais do que outros profissionais - serão exigidas habilidades linguísticas capazes de corresponder, de forma clara, aos anseios de seus clientes. Nossa amostra resultou de atividades de reescrita de textos confusos ou ambíguos que foram oferecidos aos alunos em sala de aula. A proposta de refacção textual foi baseada no paradigma dos Sistemas Complexos, que entende que tanto a parte está no todo, como o todo está nas partes de que se compõe. Desse modo, os alunos foram levados a buscar soluções de clareza para seus textos, trabalhando intuitivamente, procurando orientação de reescrita somente no princípio da complexidade de passar da desordem (caos) para a ordem sem receberem instruções gramaticais explícitas. Os resultados permitiram a valiosa possibilidade de ensinar questões de língua confiando na reordenação de estruturas pelos próprios alunos / Abstract: The aim of this thesis was to find new issues for language teaching, in the complex dynamics of ordering ideas in written texts by college students. Our hypothesis is that a considerable number of students entering college do not write in a clear way, for lacking the necessary mastery of syntactic structures and their functions. From our point of view, this is due to the development of a failing conception of both language and writing during their education. Aiming at understanding linguistic strategies employed by college freshmen for organizing their ideas with clarity, we called on the functionalist viewpoint and the assumptions of cognitive linguistics, since those frameworks share the same notion of language as part of human cognition and thus must be studied in the social and communicative context. The corpus of this research is composed by an amount of texts written by Law freshman students, because inasmuch for them - more than others professionals - it will be requested language skills apt for corresponding, in a clear way, to the aspirations of their clients. Our sample is the result of the rewriting activity of bewildered or ambiguous texts presented to the students in classrooms. The text rewriting proposal is based on the Complex System paragon, which states that the part is in the whole as much as the whole is in its component parts. Thereby, the students were guided to look for clarity solutions for their texts, working intuitively by finding the rewriting guidance only under the complexity principle of passing from disorder (chaos) to order, without explicit grammatical instructions. The results worthily contributed to a possibility of teaching language issues by trusting the own students to reordering structures / Doutor

En informatique comme dans de multiples autres domaines, les graphes peuvent être trouvés partout. Ils sont utilisés pour représenter des données dans des domaines allant de la chimie à l'architecture, en tant que structures abstraites ou que modèles des données et de leurs évolutions. Dans tous ces domaines, il est prévisible que les graphes évoluent au cours du temps suite à des réactions chimiques, une mise à jour des connaissance ou l'exécution d'un programme. Être capable de traiter ces transformations est une tâche particulièrement importante et difficile. Dans ce travail, notre objectif est d'étudier la vérification de telles transformations de graphes, c'est à dire comment prouver qu'une transformation de graphes est correcte. La correction d'une transformation est plus précisément définie comme la correction d'une spécification pour cette transformation contenant en plus une précondition et une postcondition. Nous avons décidé d'utiliser un calcul à la Hoare générant une plus faible précondition pour une postcondition et une transformation. Si cette plus faible précondition est impliquée par la précondition, la spécification est correcte. Nous avons choisi une approche plus algorithmique pour les transformation de graphes utilisant des actions atomiques. Nous définissons deux moyens de construire des transformations de graphes: en utilisant un langage impératif ou en utilisant des systèmes de règles de réécriture. Le principal ingrédient est la logique qui est choisie pour représenter la précondition, la postcondition et les possibles conditions internes. Pour que la logique puisse interagir avec le calcul, nous demandons que le problème de décision soit décidable, qu'elle soit fermée par substitutions et qu'elle soit capable d'exprimer l'existence ou l'absence d'un sous-graphe affecté par la transformation. Le résultat central de ce travail est l'identification et l'explication de ces conditions. / In computer science as well as multiple other fields, graphs have become ubiquitous. They are used to represent data in domains ranging from chemistry to architecture, as abstract structures or as models of the data or its evolution. In all these domains, graphs are expected to evolve over time due to chemical reactions, update of the knowledge or programs. Being able to deal with such transformations is an extremely important and difficult task. In this work, our aim is to study the verification of such graph transformation, that is how to prove that a graph transformation is correct. Correctness of a graph transformation is more precisely defines as correctness of a specification for the transformation containing additionally a precondition and a postcondition. We decided to use a Hoare-like calculus generating the weakest precondition for a postcondition and a transformation. If this weakest precondition is implied by the actual precondition, the specification is correct. We chose a more algorithmic approach to graph transformation by using atomic actions.We chose to define two ways to build graph transformations: using an imperative programming language and using rule-base rewriting systems. The main ingredient of the verification of graph transformation is the logic that is chosen to represent the precondition, the postcondition and the possible conditions internal to the transformation. So that the logic can interact with the calculus, we require that the decision problem be decidable, that the logic be closed under the substitutions introduced by the Hoare-like calculus and that it has to be able to express the existence and absence of a match for the transformation. The core result of this work is the identification and explanation of these conditions.

L’auteur dramatique grec Iakovos Kambanellis a connu l’expérience du camp de concentration et en a tiré, vingt ans plus tard, sa seule œuvre narrative, Mauthausen. Prenant ce récit pour pivot, notre recherche interroge les liens qui existent entre une écriture née de l’expérience concentrationnaire et le théâtre chez cet auteur. Pour cela, nous replaçons le texte narratif dans une perspective autobiographique pour la dépasser en rattachant Mauthausen à la littérature concentrationnaire et pour y déceler le dispositif scénique d’un tombeau littéraire. Puis, nous étudions les enjeux thématiques et idéologiques de l’écriture du dramaturge en lien avec son expérience traumatique. Nous nous penchons alors sur des pièces à relier au trauma de l’homme revenu du camp dans un pays livré à la guerre civile. Des motifs et des thèmes de la littérature concentrationnaire sont mis en évidence dans plusieurs pièces. En outre, la figure d’Ulysse, récurrente dans le théâtre de Kambanellis, apparaît comme symbolique de l’identité du rescapé. Enfin, nous observons la façon dont se résolvent les tensions entre diégèse et mimèsis pour se transformer en dynamique littéraire. Ainsi, sont étudiés les statuts du narrateur et du personnage ainsi que l’inscription de ces entités dans un espace fondateur réel/imaginaire où l’emploi du mythe transfigure l’expérience concentrationnaire et lui donne sa dimension politique. Nous revenons aussi sur la notion d’illusion chez Kambanellis qui, finalement, a consacré son talent au jeu et au mystère de l’imaginaire, de l’ὑποτίθεται, dont nous considérons qu’il renvoie en partie à son expérience concentrationnaire. / A Greek playwright, Iakovos Kambanellis drew on his personal experience of the concentration camp to write, two decades later, his only narrative work, Mauthausen. Taking this work as a central point, our research questions the links existing between a text born of the concentrationary experience and the theatre of this author. Our choice is to frame the narrative in an autobiographical perspective, allowing us to explore and connect Mauthausen to the genre of “littérature concentrationnaire” (concentrationary literature) and reveal the stage setting of a “tombeau littéraire” (literary funeral monument). Next we examine the thematic and ideological challenges of the author’s writing as related to his traumatic experience. We review the plays which can be linked to the trauma of a man returning from the camp to a country in the throes of civil war. Motifs and themes of the “littérature concentrationnaire” are revealed in several plays. Ulysses, a recurrent figure in the theatrical writing of Kambanellis, appears to symbolize the survivor’s identity. Finally, we observe how the tensions between diegesis and mimesis achieve a dynamic resolution. The positions of narrator and character are examined and inscribed in a real/imaginary world in which the use of the myth transfigures the concentrationary experience and invests it with its political dimension. We review also Kambanellis’s notion of illusion, and how he devoted his talent to the interplay and to the mystery of the imaginary, of the ὑποτίθεται, which refers in our opinion in part to his concentrationary experience.

Over theWeb, distributed and heterogeneous sources with structured and related content form rich repositories of information commonly referred to as dataspaces. To provide access to this heterogeneous data, information integration systems have traditionally relied on the availability of a mediated schema, along with mappings between this schema and the schema of the source schemas. On dataspaces, where sources are plentiful, autonomous and extremely volatile, a system based on the existence of a pre-defined mediated schema and mapping information presents several drawbacks. Notably, the cost of keeping the mappings up to date as new sources are found or existing sources change can be prohibitively high. We propose a novel querying architecture that requires neither a mediated schema nor source mappings, which is based mainly on indexing mechanisms and on-the-fly rewriting algorithms. Our indexes are designed for data that is represented as relations, and are able to capture the structure of the sources, their instances and the connections between them. In the absence of a mediated schema, the user formulates structured queries based on what she expects to find. These queries are rewritten using a best-effort approach: the proposed rewriting algorithms compare a user query against the source schemas and produces a set of rewritings based on the matches found. Based on this architecture, two different querying approaches are tested. Experiments show that the indexing and rewriting algorithms are scalable, i.e., able to handle a very large number of structured Web sources; and that support simple, yet expressive queries that exploit the inherent structure of the data.

LEMOS, Tércia Montenegro. Gota d'água: um discurso retextualizador de Medéia. 2008. 315f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2008. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-25T13:40:26Z No. of bitstreams: 1 2008_tese_tmlemos.pdf: 6204484 bytes, checksum: daf38456a381b19b9943a5274c9011f5 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-25T14:06:39Z (GMT) No. of bitstreams: 1 2008_tese_tmlemos.pdf: 6204484 bytes, checksum: daf38456a381b19b9943a5274c9011f5 (MD5) / Made available in DSpace on 2014-08-25T14:06:39Z (GMT). No. of bitstreams: 1 2008_tese_tmlemos.pdf: 6204484 bytes, checksum: daf38456a381b19b9943a5274c9011f5 (MD5) Previous issue date: 2008 / This essay analyses the play Gota d’água by Chico Buarque and Paulo Pontes, as a result of rewriting the classical tragedy Medea. Taking into consideration theoric and methodological from the Discours Analysis, the essay searches for the articulation text / context, essential for the understanding of the literary work interacting at the same time as a product, reflex and active element of historical circumstances. It will be taken into consideration, in the extention from Medea by Euripides to Gota d’água, by Chico Buarque and Paulo Pontes, the script Medea by Oduvaldo Vianna Filho. The previously mentioned articulation is essential due to the fact that many of the rewriting processes that Gota d’água presents can be noticed in a script written for an episode of a television program in Globo TV. Observing these influence relations will be part of this research, that will also observe the content these works in the context of the National-Popular Theatre in the 1970’s. Working with a literary and musical play, which is the case of Gota d’água, will still allow reflections about the Brazilian theatrical reality and popular music. / Esta pesquisa analisa a peça Gota d’água, de Chico Buarque e Paulo Pontes, enquanto resultado de um processo de retextualização da tragédia clássica Medéia. Levando em conta elementos teórico-metodológicos da Análise do Discurso, buscamos sempre a articulação texto/contexto, necessária para o entendimento da obra como a um só tempo produto, reflexo e elemento ativo das circunstâncias sócio-históricas. Consideramos, dentro do percurso que vai da Medéia de Eurípides à Gota d’água, de Chico Buarque e Paulo Pontes, o roteiro Medéia, de Oduvaldo Vianna Filho. Tal articulação é indispensável, pois muitos dos processos de retextualização que Gota d’água apresenta já podem ser observados nesse roteiro, escrito para um “Caso Especial” da Rede Globo. Perceber tais relações de influência fez parte de nossa investigação, que também abordou o enquadramento destas obras no contexto do Teatro Nacional-Popular da década de 1970. Trabalhar com uma peça de teor musical, como é o caso de Gota d´água, ainda permitiu reflexões sobre a realidade dramatúrgica brasileira e o gênero canção popular.

This study uses a predominantly quantitative approach to explore the effect of different error correction feedback mechanisms on students’ English as a Second Language writing (narrative and descriptive) amongst high school students in Botswana. A longitudinal, quasi-experimental design is used, with a control group that received no correction feedback while the experimental groups received direct, coded and uncoded feedback. Three hypotheses define the study in terms of fluency, correction success and accuracy development over time. No significant increases in fluency were found between the pretests and posttests. Correction success achieved by the three treatment groups when rewriting texts reflected the explicitness of the feedback, with the direct group highest, followed by the coded and uncoded groups. Findings were mixed on the important issue of accuracy development, although they strongly suggest that for spelling, any type of feedback is significantly better than none and that coded feedback is better than direct feedback despite the latter being more explicit. Students from all the treatment groups expressed similarly positive opinions on correction feedback. / Applied Language / M.A. (Spec. in Applied Linguistics)

Esta dissertação tem por objetivo investigar como Alice Munro e Margaret Laurence se apropriam de gêneros canônicos, especificamente do Bildungsroman e do Künstlerroman, para subvertê-los e representar versões diferentes do sujeito feminino através de romances de cunho autobiográfico escritos por mulheres. A investigação é focada em dois romances: Lives of Girls and Women (1971), escrito por Alice Munro, e The Diviners (1974), escrito por Margaret Laurence. No romance de Alice Munro, as estratégias de apagamento das fronteiras entre gêneros, a ideia de que perspectivas de realidade mudam de acordo com a experiência e a memória de cada indivíduo, como também a ênfase no desenvolvimento da protagonista enquanto pessoa e escritora, são assuntos amplamente discutidos. No romance de Margaret Laurence, a ênfase no aspecto subjetivo da memória, a desconstrução de estereótipos de gênero e a renegociação da representação do sujeito feminino para o alcance de uma identidade feminina autônoma na vida e na arte são os principais assuntos investigados. Em vista disso, esta dissertação visa mostrar como a representação da identidade feminina é redefinida por duas escritoras canadenses que se apropriaram de discursos dominantes para subvertê-los e, então, reescreverem suas histórias / This dissertation aims at investigating how Alice Munro and Margaret Laurence appropriate canonical genres, specifically the Bildungsroman and the Künstlerroman, to subvert them and represent different versions of the female subject through autobiographical novels written by women. The investigation focuses on two novels: Lives of Girls and Women (1971), by Alice Munro, and The Diviners (1974), by Margaret Laurence. In Alice Munros novel, the strategies of the blurring of genres, the idea that reality perspectives change according to the experience and memory of each individual, as well as an emphasis on the development of the protagonist as an individual and as a writer are matters amply discussed. In Margaret Laurences novel, the emphasis on the subjective aspect of memory, the deconstruction of gender stereotypes and the renegotiation of the representation of the female subject to the achievement of an autonomous female identity in life and art are the main issues debated. This dissertation intends to show how the representation of the female identity is redefined by two Canadian writers who appropriated dominant discourses in order to subvert them and then, rewrite their histories

Esta dissertação visa estudar como autoras pós-modernas se apropriam e reescrevem textos canônicos em uma tentativa de trazer à tona e desconstruir as metanarrativas patriarcais, que informam tais textos. Tal objetivo pretende ser alcançado através de um estudo sobre a formação do cânone literário, dos conceitos de mito e principalmente das estratégias narrativas utilizadas por essas autoras em seu processo criativo. Para tal, um estudo sobre intertextualidade, a paródia e a intertextualidade paródica é levado a cabo nesta dissertação. Dois romances figuram como objeto de investigação neste trabalho. O romance Nights at the Circus, da escritora inglesa Angela Carter, é o primeiro a ser analisado. Nesse romance, as estratégias de apagamento das fronteiras entre os gêneros e a intertextualidade paródica entre textos e mitos clássicos como formas de apropriação e subversão do cânone, são privilegiadas. O outro romance que se faz presente nesta dissertação é a obra da autora canadense Margaret Atwood intitulada The Penelopiad. Nesse romance, personagens que antes eram marginalizados ou não tinham voz figuram como personagens principais, como é o caso de Penélope e de suas doze criadas. Esta dissertação visa, assim, mostrar como essas apropriações de textos canônicos exercem um papel fundamental no questionamento da artificialidade de discursos que são naturalizados e dos valores propagados pelos mesmos / This dissertation aims at studying postmodern women writers and the way they appropriate and rewrite canonical texts in an attempt to bring to the foreground and deconstruct metanarratives, especially those informed by patriarchy, which figure in such texts. In order to do so, a study of the canon formation, the concepts of myth, and the narrative strategies used by these authors in their creative process is made necessary. To achieve such goal, a research on intertextuality, parody and parodic intertextuality is carried out in this dissertation. Two novels figure as object of investigation in this work. British writer Angela Carters Nights at the Circus is the first to be analysed. In this novel, the strategies of the blurring of the genres, and of parodic intertextuality between classical texts and myths as a means of appropriation and subversion of the canon are carried out. The other novel that figures in this dissertation is The Penelopiad, by Canadian author Margaret Atwood. In this novel, characters that were once marginalized or voiceless figure as main characters and tell their version of events, as it is the case of Penelope and of her twelve maids. This dissertation intends to show how the appropriation of canonical texts plays a fundamental role in the questioning of the artificiality of the discourses that are naturalized and of the values propagated by them

Made available in DSpace on 2014-06-11T19:31:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-18Bitstream added on 2014-06-13T19:20:27Z : No. of bitstreams: 1 mendonca_mebv_dr_arafcl.pdf: 635349 bytes, checksum: 1aeacd15c51d052be2a79cf995dc2028 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo deste trabalho foi encontrar novos direcionamentos para o ensino de língua, na dinâmica complexa da ordenação de ideias em textos escritos por alunos universitários. Nossa hipótese básica é de que um número considerável de jovens ingressantes no ensino superior não redige com clareza por falta do necessário domínio das estruturas sintáticas e suas funções, o que decorre, a nosso ver, de um equívoco na concepção de língua e de escrita sob a qual eles foram educados. Com o intuito de compreender as estratégias linguísticas utilizadas por alunos recém-admitidos em faculdade, para organizar com clareza as suas ideias, recorremos à perspectiva funcionalista e aos postulados da Linguística Cognitiva, uma vez que esses modelos teóricos partilham a mesma noção de que a língua é parte da cognição humana, devendo, pois, ser estudada em função do contexto sociocomunicativo. O corpus desta pesquisa é constituído por um conjunto de textos escritos por ingressantes em Direito, visto que deles — mais do que outros profissionais — serão exigidas habilidades linguísticas capazes de corresponder, de forma clara, aos anseios de seus clientes. Nossa amostra resultou de atividades de reescrita de textos confusos ou ambíguos que foram oferecidos aos alunos em sala de aula. A proposta de refacção textual foi baseada no paradigma dos Sistemas Complexos, que entende que tanto a parte está no todo, como o todo está nas partes de que se compõe. Desse modo, os alunos foram levados a buscar soluções de clareza para seus textos, trabalhando intuitivamente, procurando orientação de reescrita somente no princípio da complexidade de passar da desordem (caos) para a ordem sem receberem instruções gramaticais explícitas. Os resultados permitiram a valiosa possibilidade de ensinar questões de língua confiando na reordenação de estruturas pelos próprios alunos / The aim of this thesis was to find new issues for language teaching, in the complex dynamics of ordering ideas in written texts by college students. Our hypothesis is that a considerable number of students entering college do not write in a clear way, for lacking the necessary mastery of syntactic structures and their functions. From our point of view, this is due to the development of a failing conception of both language and writing during their education. Aiming at understanding linguistic strategies employed by college freshmen for organizing their ideas with clarity, we called on the functionalist viewpoint and the assumptions of cognitive linguistics, since those frameworks share the same notion of language as part of human cognition and thus must be studied in the social and communicative context. The corpus of this research is composed by an amount of texts written by Law freshman students, because inasmuch for them — more than others professionals — it will be requested language skills apt for corresponding, in a clear way, to the aspirations of their clients. Our sample is the result of the rewriting activity of bewildered or ambiguous texts presented to the students in classrooms. The text rewriting proposal is based on the Complex System paragon, which states that the part is in the whole as much as the whole is in its component parts. Thereby, the students were guided to look for clarity solutions for their texts, working intuitively by finding the rewriting guidance only under the complexity principle of passing from disorder (chaos) to order, without explicit grammatical instructions. The results worthily contributed to a possibility of teaching language issues by trusting the own students to reordering structures

Made available in DSpace on 2014-06-11T19:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-04-12Bitstream added on 2014-06-13T19:21:00Z : No. of bitstreams: 1 grande_emt_dr_arafcl.pdf: 1937697 bytes, checksum: e5c17018b136b77ef364417162d9f89c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho de pesquisa tem como tema a influência do processo de reescritura no desenvolvimento lingüístico-textual dos alunos, assunto que já foi bastante desenvolvido na área de ensino de língua. A atividade de reescritura é defendida como um meio de se potencializar o aprendizado em redação, porém muitas críticas são feitas ao modo como os professores a utilizam, geralmente limitando o trabalho aos aspectos formais do texto. A literatura defende que, para se obter resultados mais significativos e ultrapassar os aspectos formais, a reescritura deve estar inserida em um contexto significativo. Realizamos um estudo empírico, em sala de aula, para acompanhar o trabalho dos alunos na reescritura de textos e analisar a relação entre o desenvolvimento lingüístico-textual (sob uma perspectiva psicolingüítica), a reescritura e os aspectos macro e microestruturais do texto. Além disso procuramos analisar como o tipo de revisão pode direcionar o processo de reescritura. Abordamos desse modo um objeto complexo que envolve diferentes aspectos presentes no contexto do ensino de língua. / The theme of the present research is the rewriting process in the linguistics-textual development of students, subject that has already been much development in the area of the language teaching. The rewrinting activity is defined as a mean of strengthening the learning in wrinting, although many critics are made regarding the way how the teachers use it, generally limiting the work within the formal aspects of the text. The literature defends that, in order to obtain more effective results and suspass the formal aspects, the rewriting have to be inserted in a significative context. We carried out an empirical study within the classroom to follow the work of students on the rewriting of texts and to analyze the relationship between the linguistics-textual development (under a psycholinguistic perspective) and the rewriting of macro and micro structural aspects of the text. Furthermore, we looked for to analyze how the revision type can lead the rewriting process. In this way, we approached a complex object that involves different aspects that are present in the context of the language teaching.