Depuis la prise en compte croissante du changement climatique, denombreux commentateurs ont commencé à raconter une histoire : celle des petitsÉtats insulaires du Pacifique sud, entièrement constitués d’atolls, qui risquent dedisparaître en raison de l’élévation du niveau marin. Nous considérons que cettehistoire est un « récit d’action publique » destiné à attirer l’attention et à convaincreles décideurs politiques d’agir pour empêcher la réalisation du problème ou luitrouver une solution. Ces « récits de la disparition » présentent deux particularités :ils ne sont associés à aucune politique publique déjà mise en oeuvre et ils sontmobilisés par des acteurs variés issus des milieux politiques et de la société civile.À partir de la littérature sur l’analyse cognitive des politiques publiques et plusparticulièrement l’analyse des récits de politiques publiques, cette thèse se proposed’étudier la production, la diffusion et les cadrages de ces récits de la disparition àl’aide de méthodes mixtes associant une démarche qualitative d’enquête avec laréalisation d’une analyse statistique textuelle. / In the last 40 years, climate change has been increasingly taken intoaccount. Various observers have started to tell a story: the story of small Pacific atollisland states that might disappear beneath the rising seas. The argument developedin this thesis is that this story is a "public action narative" which aims at drawingattention towards those states and at inciting policy makers to prevent the risk or tofind a solution. Those "sinking island States narratives" display two particularcharacteristics: they are not linked to an existing policy and they are used by variousactors from the political sphere and the civil society.Building on the policy narratives literature, this thesis aims at analysing theproduction, the dissemination and the framing of the sinking island states narratives.It is based on mixed methods and combines a qualitative framework and a statisticalanalysis of textual data.

O presente trabalho possui como objetivos analisar como os professores do Ensino Médio estabelecem a relação entre conhecimento científico e crença religiosa no que diz respeito ao ensino do conceito de evolução biológica, e como esse professor percebe tal relação nos educandos em diferentes contextos de confessionalidade. Quanto à fundamentação teórica, nos alicerçamos na Psicologia histórico-cultural de Vygotsky e no trabalho de Sepulveda e El-Hani (2004), que realiza uma revisão bibliográfica acerca das possíveis relações estabelecidas entre o conhecimento científico e o conhecimento religioso, descrevendo três possibilidades: a tese da incompatibilidade, a tese da independência e do diálogo construtivo entre religião e ciência e a tese da integração dos dois campos de conhecimento em um novo campo interdisciplinar. Utilizamos os pressupostos da Psicologia histórico-cultural com intuito de fundamentar nossas hipóteses no que diz respeito à influência do meio e das vivências nas atitudes e na formação de conceitos científicos dos indivíduos. A obtenção de dados foi feita a partir de entrevistas semiestruturadas realizadas com professores e professoras de escolas confessionais e não confessionais do Estado de São Paulo. Tais dados foram analisados e discutidos utilizando a metodologia de Análise Textual Discursiva. Posteriormente, redigimos metatextos com intuito de formalizar e construir novas reflexões sobre os resultados obtidos. Verificamos inicialmente que, mais do que a confessionalidade da instituição de ensino, o docente possui um papel de protagonismo central no que diz respeito à relação que o educando irá estabelecer entre a crença religiosa e o conhecimento científico. Do mesmo modo, o professor é mais influenciado, no exercício de lecionar, pelas suas crenças pessoais do que pela eventual confessionalidade da instituição. Ao mesmo tempo, foi possível apurar que, por vezes, os docentes incorrem em equívocos acerca da concepção de natureza da ciência, evidenciando a necessidade de repensarmos conteúdos e práticas do ensino superior, principalmente em relação à formação inicial de professores nos cursos de licenciatura. / The present study aims to analyze how High School teachers relate scientific knowledge and religious faith when it comes to teaching the concept of biological Evolution and how each teacher perceives the way students develop this relation depending on the religious context they are inserted. For theoretical ground, we used the Vygotsky\'s historical-cultural psychology and the study of Sepulveda and El-Hani (2004) that contains a bibliographical review about the possible relations between scientific and religious knowledge, describing three possibilities: the thesis of incompatibility, the thesis of independence and constructive dialogue between religion and science, and the thesis of the integration of both knowledges into a new interdisciplinary field. We also used Vygotsky\'s historical-cultural psychology concepts in order to substantiate our hypothesis on the influence of the environment and experiences on the attitudes and the development of scientific knowledge. Our data were obtained from semi structured interviews with teachers of religious and non-religious schools of São Paulo State. Those data were analyzed and discussed using the Discursive Textual Analysis methodology. Then we wrote metatexts in order to formalize and create new consideration about the results. Initially we concluded that the relation between scientific and religious knowledge developed by the student is more influenced by the teacher\'s beliefs than by the religious aspects of the school. Likewise, the teacher is more influenced by their own beliefs than by the school\'s religious tendencies. Additionally, we verified that occasionally teachers make mistakes about premises and practices of Science, highlighting the need of revisiting the practices and contents taught in higher education, especially regarding to teacher\'s graduation.

nÃo hà / O computador e as novas tecnologias de informaÃÃo e comunicaÃÃo, no sÃculo XXI tÃm representado um marco referencial na atual sociedade do conhecimento em que dados e informaÃÃes, acessados via Web, potencialmente podem gerar novos saberes cientÃficos. Necessita-se entÃo articular pedagogicamente as TDIC à sala de aula integrando-as ao currÃculo, objetivando uma (re)visÃo sobre o fazer ciÃncias da(na) escola. Tomando como aporte teÃrico a aprendizagem significativa e aprendizagem colaborativa procurando ampliar as estratÃgias de aprendizagem, fez-se uso da teoria construcionista de Valente, no intuito de refletir sobre a apreensÃo dos saberes com o emprego do computador enquanto ferramenta de facilitaÃÃo da aprendizagem. Desta forma iniciou-se esta investigaÃÃo ensejando a (re)construÃÃo colaborativa da educaÃÃo cientÃfico-matemÃtica na educaÃÃo bÃsica tendo como base a colaboraÃÃo e o emprego das TDIC para se conceber esta dissertaÃÃo. O campo de anÃlise da pesquisa foi a disciplina de Ensino de CiÃncias e MatemÃtica, ofertada no ano de 2010 para os alunos do Mestrado Profissional em Ensino de CiÃncias e MatemÃtica. A abordagem metodolÃgica empregada na pesquisa foi analise textual qualitativa. Esta anÃlise consistiu na investigaÃÃo de dados que prioriza a apreciaÃÃo de relatos escritos, procura elaborar novos sentidos e entendimentos mais amplos sobre os problemas analisados. A analise textual qualitativa baseou-se (trÃs) aspectos distintos: o processo de unitarizaÃÃo ou desmontagem dos textos estudados, o processo de categorizaÃÃo ou estabelecimento de relaÃÃes entre as informaÃÃes identificadas e a comunicaÃÃo. As ferramentas de apoio empregadas para a pesquisa-aÃÃo foram vinte e nove fÃruns e a ferramenta perfil dentro do AVA TELEDUC procurando compreender imbricaÃÃes entre os relatos-textualizados produzidos em fÃruns, a fim de verificar os aspectos subjacentes relacionados à construÃÃo de saberes e a aprendizagem colaborativa. As opiniÃes, ressignificaÃÃes e relatos experimentais cujos conteÃdos foram assimilados constituÃram-se em um corpus de anÃlise a fim de verificar o processo de aprendizagem e as relaÃÃes envolvidas no processo de cooperaÃÃo entre professores, enquanto circunstÃncias promotoras de mudanÃas conceituais e atitudinais nos professores-alunos em processo de formaÃÃo strictu sensu / The computer and information technologies and communication in the twenty-first century have represented a benchmark, the current knowledge society in which data and information accessed via the Web, can potentially generate new scientific knowledge. Need is then articulate the pedagogical TDIC to the classroom by integrating them into the curriculum, aiming at (re) vision about doing science (in) school. Taking as significant theoretical learning and collaborative learning seeking to broaden the learning strategies, was made use of the constructivist theory of Valens, in order to reflect on the apprehension of knowledge with the use of the computer as a tool for facilitating learning. Thus began this research entailing the (re) building collaborative scientific and mathematical education in basic education based on collaboration and employment of TDIC to develop this thesis. The field of analysis of the research was the discipline of Mathematics and Science Teaching, offered in 2010 for students of the Professional Masters in Teaching Science and Mathematics. The methodological approach employed in the research was qualitative textual analysis. This analysis consisted of the investigation data that prioritizes assessment of written reports, seeks to elaborate new meanings and understandings about the broader problems analyzed. The textual analysis was based on qualitative (three) distinct aspects: the process of unitarization or disassembly of the texts studied, the process of categorization or establishment of relations between the identified information and communication. Support tools were employed to pesquisaÃÃo twenty-nine forums and tool profile within the AVA TELEDUC trying to understand the interplay between-transcribed reports produced in forums, to verify the underlying aspects related to the construction of knowledge and learning telecolaborativa. The opinions, reinterpretation and experimental reports whose contents were assimilated constituted a corpus analysis to verify the learning process and the relationships involved in the process of cooperation between teachers, while the circumstances that promote conceptual and attitudinal changes in teachers Pupils in the process of strictu sensu education

This dissertation traces lesbian portrayals on network television from the 1960s through the 1990s. A focus on episodic dramas and situation comedies reveals a concise representation of the mediated lesbian image. Building on existing research on lesbian, gay, bisexual, and transgender images on television, this work focuses exclusively on the lesbian image broadcast free of charge over the air during prime-time on commercial networks in the United States. Using a postmodern feminist framework, this textual analysis examines the images and texts portraying lesbian characters in episodic dramas and situation comedies. Furthermore, applying a semiotic lens to the analysis dissects the voice and actions of lesbian characters illustrating the ways production techniques and narrative scripting work together to represent a lesbian image on television.

The essay analyses the discursive construction of national identity in the present naturalisation test of the Federal Republic of Germany. The essay includes an overview of immigration to Germany, and a survey of political measures to improve the integration of immigrants. The language and structure of representative multiple-choice questions (and answers) of the naturalisation test are analysed by using the method of critical discourse analysis (CDA). The theoretical background of this study is grounded in cultural studies. The methodological framework consists of a combination of critical discourse analysis and textual analysis. Criteria of the linguistic analysis are: the situational context of the text, thematic roles, deixis, lexical repetitions, modality, coherence (including implicit meanings and presuppositions), intertextuality and interdiscursivity, competence and performance. The analysis shows that national identity is conceptualized by the multiple-choice questions of the naturalisation test. National identity is above all constructed by the German language. One of the qualifications which the examinee has to fulfil is competence in German on the level B1 (of the Common European Framework of Reference for Languages). Linguistic competence is necessary in order to answer the questions. National identity is linguistically created by using alterity. Binary oppositions are constructed by stipulations and presumptions about migrants living in Germany. These oppositions are created by giving three alternative answers, which represent prejudices about foreigners; we is represented by an idealized construction of Germans, and the other is represented by stereotypical assumptions about foreigners. National identity is created by the content of the questions, too. Many questions deal with German laws and standards, which implies that being a German means to be law-abiding. The present study shows that German identity is constructed by language and the construction of alterity.

The present essay examines the linguisitc conceptualisation of otherness in the present party platforms of the Sozialdemokratische Partei Deutschlands (SPD, Social Democratic Party of Germany) and the Christliche Demokratische Union Deutschlands (CDU, Christian Democratic Union of Germany). The language and the textual structure of their party platforms is analysed, its function described and compared with each other by using representative text excerpts. The theoretical background of this study is grounded in cultural studies. The methodological framework consists of a combination of critical discourse analysis and textual analysis. Criterias of the linguistic analysis are: coherence (including implicit meanings, propositions and presuppositions), modality, thematic roles, deixis and pronouns and keywords.    The study shows that the Other is cleary conceptualized by using binary oppositions whereas those who are reperesented by we can not always be clearly identified. By using both objective and subjective modality authority and legitimacy are linguistically constructed by those who represent we. The analysis shows that stipulations and issues are mentioned which are supposed to be abided by the Others without being justified by those who represent we. Consequently the Other is excluded. Analysing both party platforms shows that the Other is  subcategorized, too. Myths about the Others are confirmed by representing a stereotypical image of the Other through language. However there are differences in the linguistic conceptualization of alterity. The representatives of CDU speak out more explicitly on specific issues concerning the Other than representatives of SPD do. Consequently SPD’s statements concerning the Other are more implicit.   The study shows that meaning is created by language and that myths of the Other are reproduced in political discourse.

Uppsatsen undersöker den konstvetenskapliga diskussionen angående  rimligheten i att läsa in moraliska budskap i holländsk genrekonst från 1600-talet. Detta görs utifrån en diskursanalytisk metod med fokus på textanalys. De texter som behandlas är skrivna av konsthistoriker under 1980- och 1990-talet och belyser tolkningsfrågan ur olika synvinklar. / This thesis investigates the art historical debate about whether or not it is reasonable to assume the presence of moralistic messages in Dutch seventeenth-century genre art. The study is conducted according to a discourse analytical method with emphasis on textual analysis. The texts chosen for analysis were written during the 1980s and 1990s by art historians who advocate different standpoints.

This thesis performs a textual analysis of two for-profit science fiction texts in which the authors implanted queer content: Bryan Singer's X-Men films and James Robert's Transformers comic series, "More Than Meets the Eye". The argument incorporates queer (referring to attraction and gender variance) media representation and western identity politics lenses into its critique. By interrogating reality through the masquerade of an impossible universe, science fiction affects how subversive a text can be. When authors designate the natural and the unnatural in a strange universe, they designate what and who belongs in our society. Whatever they imagine has an effect on our reality.

Questa tesi si propone di analizzare la raccolta poetica The Wind Among the Reeds del poeta anglo-irlandese William Butler Yeats, pubblicata per la prima volta nel 1899. I primi tre capitoli intendono contestualizzare la raccolta in relazione alla vita e all’opera di Yeats, al periodo che avrebbe portato alla sua maturazione e pubblicazione, e alla critica yeatsiana, la quale ha spesso considerato The Wind Among the Reeds e la così detta “early poetry” di inferiore livello artistico rispetto alla “mature poetry” novecentesca. Nel quarto ed ultimo capitolo – che costituisce altresì il fulcro dell’intero lavoro – ci si è soffermati sull’analisi testuale della raccolta. Questa sezione ha messo in evidenza il profondo legame tra l’apparato esterno e la struttura interna del (macro)testo, sottolineando l’importanza di ogni singolo elemento della raccolta nel concorrere alla coerenza semantica e simbolica di un’opera d’arte che costituisce un esempio della maestria poetica yeatsiana. / This dissertation deals with an analysis of the poetry collection The Wind Among the Reeds written by the Anglo-Irish poet William Butler Yeats and published for the first time in 1899. The first three chapters aim to contextualize the collection within Yeats’s life and work, the period leading to its development and publication, and the yeatsian criticism that often regarded The Wind Among the Reeds and the so called “early poetry” as a minor aspect of Yeats’s literary production, if compared to “the mature poetry” of the ‘Nineties. In the fourth and last chapter – which constitutes the core of the whole research – we focused on the textual analysis of the collection. This section has shown the deep relation between the external and internal structure of the text, underlying the relevance of all the elements constituting the collection and establishing the semantic and symbolic coherence of a work of art which is representative of Yeats’s poetic virtuosity.

Submitted by RUDOLPH DOS SANTOS GOMES PEREIRA null (rudolph_matematica@hotmail.com) on 2016-01-03T14:22:05Z No. of bitstreams: 1 Tese_Rudolph_v_final.pdf: 2383587 bytes, checksum: 45b8d198f894196679baa36bfb9a93d6 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-06T13:07:56Z (GMT) No. of bitstreams: 2 pereira_rsg_dr_prud_part.pdf: 896925 bytes, checksum: a46ee8a90a03226102b0ebde033afb19 (MD5) pereira_rsg_dr_prud_int.pdf: 2383587 bytes, checksum: 45b8d198f894196679baa36bfb9a93d6 (MD5) / Made available in DSpace on 2016-01-06T13:07:56Z (GMT). No. of bitstreams: 2 pereira_rsg_dr_prud_part.pdf: 896925 bytes, checksum: a46ee8a90a03226102b0ebde033afb19 (MD5) pereira_rsg_dr_prud_int.pdf: 2383587 bytes, checksum: 45b8d198f894196679baa36bfb9a93d6 (MD5) Previous issue date: 2015-12-11 / Os resultados apresentados pelo Sistema Nacional de Avaliação da Educação Básica, pelo Programa Internacional de Avaliação de Alunos e pelo Exame Nacional do Ensino Médio indicam que os alunos brasileiros possuem nível de proficiência baixo na disciplina de Matemática sendo capazes de realizar operações matemáticas básicas e a leitura e interpretação de gráficos simples. Esses indicadores apontam a necessidade de mudanças nos processos de ensino e de aprendizagem de Matemática na Educação Básica que podem iniciar com a atuação do professor, buscando alternativas para auxiliá-lo no ensino em sala de aula. Diante destas considerações, esta pesquisa visa investigar as contribuições da Educação a Distância, enquanto contexto formativo, em um curso de formação continuada de professores de Matemática, com atividades de Modelagem Matemática, para a manifestação e o desenvolvimento de conhecimentos e saberes da docência. No desenvolvimento da pesquisa foram adotadas as ações pautadas pelos referenciais teóricos da formação de professores, da alternativa pedagógica de Modelagem Matemática, bem como nas orientações da Educação a Distância. Os procedimentos metodológicos que nortearam a pesquisa foram pautados nos conceitos da pesquisa qualitativa. Na elaboração do curso consideramos as ferramentas ofertadas pela EaD para a comunicação entre os cursistas e o pesquisador, disponibilização de material e realização de atividades. A implementação e o desenvolvimento do curso de formação continuada de professores de Matemática em serviço na Educação Básica, ocorreu por meio do ambiente virtual de aprendizagem Moodle. O curso foi realizado na modalidade a distância, na forma semipresencial, com duração de cem horas, dividido em três módulos nos quais foram realizadas atividades de modelagem, e contou com a participação de seis cursistas. A coleta dos dados foi realizada pelas ferramentas de chat, fórum, diários e tarefas (memoriais reflexivos) onde eram registradas as expressões e reflexões dos cursistas durante o período de realização do curso de formação continuada. Para análise dos dados coletados, optamos pela Análise Textual Discursiva, que permitiu a interpretação e a compreensão dos registros efetuados pelos cursistas. Assim, a partir da análise textual discursiva realizada nos dados considerados nesta tese, foi possível evidenciar que a Educação a Distância, entendida como um contexto possível para a formação continuada de professores, favoreceu a manifestação e o desenvolvimento de conhecimentos e saberes da docência, por parte dos cursistas que participaram da pesquisa, permitindo, entre outras coisas, o desenvolvimento da autonomia desses docentes mediante às atividades propostas no curso realizado, levando-os a buscar soluções para as dificuldades pessoais encontradas pelos mesmos. / The results presented by the National Basic Education Evaluation System, by the International Program of Students Assessment, and by the High School National Exam indicate that Brazilian students have a low proficiency level in mathematics: they are able to perform basic mathematical operations and the reading and interpretation of simple graphs. These markers point to the need for changes in the Maths teaching and learning processes in the Basic Education which can be started with the teacher’s action, searching for alternatives to help him/her in the classroom activities. Taking that into consideration, this research aims at investigating the contributions given by Distance Learning, as a training context, in a Maths teacher continuing training course, with Mathematical Modeling activities, for the manifestation and development of knowledge and teaching knowledge. For the development of this research, the theoretical framework adopted was the one based on teacher training in the pedagogical alternative of the Mathematical Modeling, as well as the guidelines of the Distance Learning. The methodological procedures that guided the research were based on the concepts of qualitative research. In the course planning, tools offered by the Distance Learning process were considered for the communication between course takers and the researcher, material availability and activities performance. The implementation and development of the Continuing Training of Maths Teachers course at service in the Basic Education took place in the virtual learning environment known as Moodle. The course was offered in the distance mode, semi-distance learning, lasting a hundred hours, split in three modules in which modeling activities were performed. Six course takers took part in the project. The data collection was done by the following tools: chat, forum, daily logs and tasks (reflective memorials) where expressions and reflections by the course takers were registered during the length of the continuing training course. The Discursive Textual Analysis was adopted for the collected data analysis, which allowed for the interpretation and comprehension of the registrations made by the course takers. Hence, from the discursive textual analysis performed in the data considered in this doctoral dissertation, it was possible to conclude that distance learning, understood as a possible context for continuing teacher training, boosted the manifestation and development of knowledge and teaching knowledge, by the course takers who took part in the research, allowing, among other things, the development of the autonomy of these teachers by means of the activities proposed in the held course, leading them to look for solutions for the personal difficulties faced by each one of them.