[pt] Como lidar com a tradução de um texto cujo conteúdo conflita com as convicções ideológicas do tradutor? Esta dissertação parte do fenômeno da tradução feminista que despontou no Canadá na segunda metade do século passado para discutir em que medida a intervenção ideológica deliberada no texto traduzido é aceitável eticamente, e até que ponto essa intervenção pode realmente ser eficaz na busca dos objetivos do profissional que a realiza. Para isso, é traçado um breve percurso histórico da evolução das teorias relativistas, que encontra no pósestruturalismo uma das suas mais recentes manifestações. Busca-se analisar em que contexto o movimento de tradução feminista pôde prosperar, e entender a forma como ele influenciou o modo de se pensar e de se praticar a tradução no Canada e em outros países. No último capítulo, toma-se como base o trabalho de alguns dos principais teóricos que trabalharam com o tema da ética no campo dos Estudos da Tradução para discutir os diferentes fatores que tornariam aceitável (e desejável) ou não a intervenção ideológica deliberada. / [en] How should one deal with the translation of a text whose content conflicts with their ideological convictions? This dissertation stems from the phenomenon of feminist translation that emerged in Canada in the second half of the last century to discuss the extent to which deliberate ideological intervention in the translated text is ethically acceptable and to what extent this intervention can actually be effective in pursuing the objectives of the translator. For this end, a brief history of the evolution of relativist theories is presented, post-structuralism being one of its most recent manifestations. The research aims at analyzing the context in which the feminist translation movement could thrive, and understanding how it influenced the way translation is theorized and practiced in Canada and in other countries. In the last chapter, the work of some of the leading theoreticians who worked on the topic of ethics in the field of Translation Studies is taken as a basis to discuss the different factors that make deliberate ideological intervention acceptable (and desirable) or not.

Composée de cinq parties, notre étude commence par s’intéresser à la transcription du « retour de la violence » en Algérie dans les littératures orale et écrite qui refusent toute forme de nihilisme. Ce refus amène le poète-chanteur kabyle Lounis Aït Menguellet et l’écrivain francophone Tahar Djaout à ouvrir leur espace à l’altérité. C’est là que commencent les ruptures spatiales dans le texte poétique, qui alors éclate en plusieurs espaces insulaires. Mais la souffrance et l’angoisse de la mort sont partout et marquent de leur présence l’espace textuel, par exemple en bouleversant l’organisation rimique. Le lecteur-auditeur se retrouve de nouveau dans un espace-temps fermé sur le Même. En effet, et à cause du manque des récits historiques en Algérie, les deux auteurs sont condamnés à inventer leur propre langage sacré et à léguer au groupe social des vestiges verbaux. Ces vestiges devraient aussi leur garantir l’immortalité du Nom. Notre dernière partie porte sur la position du poète dans une histoire de violence, son engagement littéraire et la continuité de cet engagement hors-texte. / Composed of five parts, my outline starts with the algerian “historical return of violence” issue, as transcribed in both oral and written literatures, which rejects any nihilist position. Such a radical stance brings therefore the kabyle singer and poet Lounis Aït Menguellet as well the francophone novelist Tahar Djaout to open their inner space to otherness. From then on, the literary text can be defined as many island-shaped poetic space breaks. However, pain and fear of death remain, disrupting structures and rhymes organization within the text, so that space and time are closed. The decline of historical narrative in Algeria does actually lead the authors to forge their own verbal vestiges and sacred language; what should ensure the remaining/lasting of the Name. The last part of this work sheds light on the poet’s position towards a violent history, his presence as a protagonist within his texts, and his involvement in and out the literary field.

Made available in DSpace on 2017-06-01T18:24:57Z (GMT). No. of bitstreams: 1 adauto_alves_silva.pdf: 1095429 bytes, checksum: d96e6fc1694e1a1b1f69cbb1751781b0 (MD5) Previous issue date: 2014-11-11 / Many have been researchers who have ventured into research and publications around the acquisition of oral and written language, motivated by different objectives. The focus of this research is focused in Sonia Borges (2006a, 2006b, 2010), who have brought contributions to the field of acquisition of written language, based on the interactionist theory of Claudia de Lemos (2002) that relies on the structuralism of Saussure and Jakobson reframed the lacaniana approach. Theses authors put in discussion the cognitive psychological assumptions the acquisition of oral and written language by which the child elaborates hypotheses about language and will fallow gradually toward speech and writing cumulatively; it is a psychological subject-epistemic subject centered consciousness. On the other hand, interactionist theory, here assumed, will cover the subject of the unconscious subject of psychoanalysis. Therefore, it is intened as a general goal, analyze errors, considered as masks the subjectivity in textual productions of elementary students II (6th to 9th grade), according to the proposal of Sonia Borges, performing a class with cognitive-constructivist approach of Emilia Ferreiro. To empirically substantiate our search, analyze some writings of students from 6th to 9th grade, the local public school, José Canuto, the city of Barreiros Pernambuco productions, highlinghting, in the analysis, the proposed showdawn. Thus, our inquiry assumes seek to better understand the emergence of errors in textual productions, considering the treatment by cognitive psychological theory and the place occupied by structuralist theory we assume as a reference point for this search. We intend, therefore, that there are discussions on the subject, to the extent that we believe that only through worries, you can be aware, going in the direction, not the answers, but the questions that make us uneasy. / Muitos têm sido os pesquisadores que têm se aventurado em pesquisas e publicações em torno da aquisição de linguagem oral e escrita, motivados por objetivos os mais variados. O foco desta pesquisa está centrado na abordagem de Sônia Borges (2006a, 2006b, 2010), que tem trazido contribuições ao campo da aquisição de linguagem escrita, com fundamento na teoria interacionista de Cláudia de Lemos (2002) que se apoia no estruturalismo de Saussure e de Jakobson ressignificado pela psicanálise lacaniana. Essas autoras colocaram em discussão os pressupostos psicológicos cognitivos de aquisição de linguagem oral e escrita segundo os quais, a criança elabora hipóteses sobre a língua e vai seguindo paulatinamente em direção à fala e a escrita de forma cumulativa; trata-se de um sujeito psicológico, sujeito epistêmico centrado na consciência. Por outo lado, a teoria interacionista, aqui assumida, vai abarcar o sujeito do inconsciente, sujeito da psicanálise. Pretendeu-se, portanto, como objetivo geral, analisar os erros, considerados como marcas de subjetividade, nas produções textuais dos alunos do ensino fundamental ll (6º ao 9º ano), de acordo com a proposta de Sônia Borges, realizando um confronto com a abordagem cognitivo-construtivista de Emília Ferreiro. Para fundamentar empiricamente a nossa Pesquisa, analisamos cinco (5) produções escritas de alunos do 6º ao 9º ano, do colégio público municipal, José Canuto, da cidade de Barreiros, Pernambuco, destacando, nessa análise, o confronto proposto. Assim, a nossa indagação partiu do pressuposto de procurar entender melhor o surgimento dos erros nas produções textuais, considerando o tratamento dado pela teoria psicológica cognitiva e o lugar ocupado pela teoria estruturalista que assumimos como ponto de referência nesta pesquisa. Almejamos, desse modo, que haja discussões a respeito do tema, na medida em que acreditamos que, somente por meio de inquietações, será possível haver conhecimento, indo em direção, não das respostas, mas das perguntas que nos fazem inquietar.

Set in the totalitarian society of Oceania, George Orwell’s 1984 illustrates how a government can exert complete control over its citizens through surveillance, manipulation, and more central to this essay, language. By employing a structuralist framework based on Ferdinand de Saussure’s research on semiotics and the system of language, this essay investigates the viability of Newspeak as a language. It does so by using the aspects of arbitrariness, value, difference, the collective, and mutability to discern to what extent Orwell’s Newspeak aligns with Saussure’s theory of how languages function. In addition, it looks at how these language changes can be observed using specific examples of the novel. The essay finds that the implementation of Newspeak is entirely reliant on other areas of the government’s totalitarian oppression in order to be feasibly implemented, as semiotic theory argues language is a product of the collective and, as such, cannot be constructed by a group of individuals. The essay thus concludes that Newspeak as a constructed language is not viable, as over time, the language will inevitably return to the hands of the collective consciousness, and once that happens, the language will begin to change according to the needs of the linguistic community.

Diploma thesis Intertextual use of myth in the film Lana Del Rey Tropico pays attention to the radical layering of myths in this film. Follows the relationship between intertextuality and the postmodern myth situation following the structuralist analysis of myth by Claude Lévi-Strauss and Roland Barthes. Powered by TCPDF (www.tcpdf.org)

This paper proposes to explore language as an expressing medium for contemporary czech artists. Many of them uses analogical creation ways as the experimental poets did in the sixties. First part of this paper focuses on terms of semilogy and post-structuralistic philosophy and their influence over expressions of artists from range of experimental poetry. It is going put the accent mainly on their art invetnions, that have impact untill today. From this experience, the endeavour of contemporary artists origins to determinate, or cross the borders of their own expressing abilities. Based on analysis of selected czech contemporary artworks, the second part of this paper will try to describe the search of horizont of language as an expressing medium for contemporary czech artists.

In this thesis we will try to explain and clarify the main concepts of R. Barthes's semiological method introduced in his book Système de la Mode. The key moments of his model will be confronted with critique of other authors such as J. Culler, T. Todorov or D. N. Rodowick. The principal aim of Barthes's book is to create a precise method which would lead the structural analysis of women's clothing described by fashion magazines. The author believes, that vestimentary features presented in fashion magazines are constituted into a system of signification. Barthes's main intention has been to reconstitute this system of meaning and to create a classification of written garment using linguistic approach and procedures. After considering the critique of the above-mentioned authors, we will try to apply Barthes's concepts to some examples of written garment, taken from current fashion magazines, in order to better understand author's semiological project.

This diploma thesis focuses on structuralism and concept of discourse in the work of French philosopher Paul Ricoeur. The aim of the thesis is to show Ricoeur's effort to interconnect structuralism and hermeneutics and, after this, to treat how this interconnection works as a general paradigm of human sciences. The point of departure is Ricoeur's revision of Saussurean structural approach which divides language into language system (langue) and speaking (parole). Then, the concept of discourse is grounded and the thesis proceeds to problems of text. By using the concept of discourse for written forms of language (texts), Ricoeur introduces this term to his hermeneutical approach. Its interconnection with structuralism is made possible by circular dialectics of explanation and understanding in which structuralism is shown to be necessary for the hermeneutical knowledge. Ricoeur's hermeneutical thought is also characterised by movement from text to action. Ricoeur finds some parallels between them and between the interpretations of them. By this, he proceeds from hermeneutics of text to hermeneutics of action and presents his conclusions as a general paradigm of human sciences. These are said to have a hermeneutical nature. However, according to Ricoeur, the deep hermeneutical comprehension is...

The thesis examines the governmental construction of national identity through its citizenship education policy in England, the country with heightened tensions in diversity and identity re-construction aligning with its mandatory citizenship classes since 2002. Theoretically framing the study on the Foucauldian post-structuralism, the thesis utilises Foucauldian-influenced ‘What is the problem represented to be?’ (WPR) method by Bacchi that presents the government as a problem-producer. Conducting qualitative research methods, the study analyses the current National Curriculum in England with the explanatory and foundational state documents of Crick and Ajegbo Reports. The thesis identifies that the government primarily aims to re-construct the inclusive and integrative national identity based on the acknowledgement of multiple identities and a plurality of nations in the citizenship education curriculum in England. The study, however, also reveals that the English citizenship education policy implicitly presents a few assimilationist elements in the national identity discourse through exclusion andunrepresentativeness of the ethnic and racial identities, hierarchical establishment between native English and minorities, and the division of ‘whites’ and ‘non-whites’. Comparatively examining the documents, the thesis, therefore, concludes that the government has a powerful position in socially and politically re- constructing the discourses, concepts, and meanings over time.

The purpose of this master's thesis is to contribute with knowledge about how elementary school principals interpret of the School Act chapter 2, section 36§, which states that students in primary school, primary special school, special school, Sami school, upper secondary school and upper secondary special school must have access to school libraries. It explores the school principals perceptions of how the school library contribute to the education structure of their school in general and how their interpretation of the law impacts how the library operation is designed. This study is based on semi-structured interviews with five primary school principals and two school librarians, four observations of school libraries and one survey. The theoretical framework of the study is based on Anthony Gidden's structuring theory, which is used to explain how the principals' interpretation space regarding the School Act 2, chapter 36§ affects their school library operation. The results show that the phrasing of the Education Act in Chapter 2, Section 36§ is interpreted differently by the primary school principals participating in this study. The different ways in which the law is interpretated also reflects in the design of the physical premises which were observed in the study. The results of this study show that primary school principals' interpretations of the School Act and their perceptions of the school library influence how school library operations are designed.