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Made available in DSpace on 2016-06-02T20:25:05Z (GMT). No. of bitstreams: 1 3039.pdf: 2542981 bytes, checksum: f4f43d88ae344a9ef4fa570832fc2792 (MD5) Previous issue date: 2010-04-14 / Secretaria da Educação do Estado de São Paulo / Our research examined the question of the meanings of Justice; Do we live in a social group where Justice has the fundamental principle of equity among all of its participants? Is this notion of equity an eternal truth? Perhaps it is only an idealism in language or an idealism of the laws which control our social organisations? Exploring the meanings of Justice, our focus was on speech construction, developed by the magazines Veja and Isto é when they reported on the Primeiro Comando da Capital in May 2006.Our objective was to examine how social groups recognise and value themselves at times of social instability. Do all the members of the social group consider themselves as equals? Our epistemology was Dialogism, developed by the Russian philosopher, Mikhail Bakhtin. Using his methodology we identified in the corpus, the construction of two speech genres: one creating fear, and the other, pedagogic. On the one hand, the magazine reports displayed the development of a speech full of fear for the destabilisation of the dominant social group s order. We also identified the construction of a pedagogic speech which instructed the State to resolve the problems from social destabilisation. In both speech genres, we identified the presence of ideologies which indicated the lack of social equity among all the members of the group. / Nossa pesquisa se detém sobre a questão dos sentidos de justiça. Vivemos em um grupo social onde a justiça tem por princípio a equidade entre todos os indivíduos? Trata-se de uma verdade corrente entre todos os cidadãos ou apenas uma idealidade pertencente ao mundo das palavras e das leis que criam organizações sociais ideais? Para pensarmos esse assunto, focamo-nos nas formas de construção discursiva que as revistas Veja e Isto é registraram sobre os eventos referentes às ações do Primeiro Comando da Capital, em maio de 2006. Nosso objetivo foi de observar como os grupos sociais consideram a si próprios: em momentos de instabilidade social todos os indivíduos de um mesmo grupo social são considerados iguais uns aos outros? Nossa base epistemológica é a do Dialogismo, teoria essa, desenvolvida pelo filósofo russo Mikhail Bakhtin. Com ela, pudemos verificar no material selecionado, a construção de dois gêneros discursivos: um baseado no terror, e outro baseado na pedagogia. De um lado, os registros nos mostram a criação de um discurso que veicula o terror, por ter a ordem social do grupo social dominante desestabilizada. Por outro lado, verificamos a criação de um discurso pedagógico que procura mostrar quais ações o Estado deveria tomar para reverter a situação de desestabilização. Em ambos os casos, fica patente, que o enunciador reflete as ideologias de uma organização social que não entende que todos os indivíduos são iguais.

Orientadora: Profª. Drª. Miriam A. Graciano de Souza Pan / Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Psicologia. Defesa: Curitiba, 13/06/2016 / Inclui referências : f. 111-119 / Resumo: Ler e escrever são atividades essenciais no cotidiano universitário, e neste cenário, muitos são os universitários que se sentem inseguros em relação à qualidade de suas leituras e produções textuais. Esta dissertação investiga os efeitos subjetivos produzidos pelas práticas de letramento acadêmicas em estudantes universitários do curso de graduação em Psicologia da UFPR. Este estudo se orientou, sobretudo, por uma perspectiva bakhtiniana de produção do conhecimento, cuja concepção discursiva da linguagem permite compreender as práticas de leitura e escrita enquanto práticas sociais que produzem diferenciados modos de subjetivação. Realizou-se uma pesquisa de campo na modalidade pesquisa intervenção, por meio de oficinas de leitura e de escrita, as quais buscaram discutir os sentidos de tais práticas para os estudantes de graduação em Psicologia em um projeto de extensão universitária denominado "PermaneSendo". As oficinas se fundamentaram numa concepção estética de intervenção da Psicologia no Ensino Superior, e visaram ressignificar as práticas de letramento na universidade através de um caminho alternativo às práticas psicológicas tradicionais, que se caracterizam predominantemente por ações individualizadas. A metodologia da presente pesquisa se caracterizou por uma análise discursiva fundamentada na filosofia dialógica da linguagem do círculo de Bakhtin. As oficinas mostraram que as práticas de leitura e escrita preponderantes na universidade têm se baseado em uma dimensão instrumental de uso dessa linguagem, norteadas pela ideia da reprodução e produtividade. Além disso, os enunciados dos estudantes indicaram discursos institucionais de identidade que se baseiam em um contraditório modelo idealizado de estudante universitário como sujeito competente que domina de antemão os gêneros acadêmicos e por isso dispensa explicações do professor. Estes discursos de identidade estudantil permitem interpretações sobre as dificuldades que produzem sentidos de incompetência e patologia bem como produzem modos de subjetividade normalizadores e homogeneizados, ou seja, a formação de produtos universitários, adaptáveis, competitivos, flexíveis para a inserção no mercado de trabalho. Como subversão à essa ordem, as oficinas serviram como estratégia para a redução do sofrimento do estudante, dado que desestabilizaram os sentidos naturalizados das dificuldades com os gêneros acadêmicos, permitindo a criação de um espaço de aprendizagem entre pares, indicando inclusive, possibilidades de intervenção para a Psicologia no Ensino Superior. Palavras chave: Letramentos acadêmicos; ensino superior; subjetividade; círculo de Bakhtin. / Abstract: Reading and writing are essential activities in the university everyday life, and in this scenario, there are many students who feel insecure about the quality of their reading and textual production. This dissertation investigates the subjective effects produced by the practices of academic literacy in university students of undergraduate course of Psychology at UFPR. This study was guided mainly by a Bakhtinian perspective of knowledge production, whose discursive conception of language allows us to understand the practices of reading and writing as social practices that produce different modes of subjectivity. It was performed a field survey in the form of intervention research through reading and writing workshops, which looking for discuss the meanings of these practices for undergraduate students in psychology at a university extension project called "PermaneSendo". The workshops were based on an aesthetic conception of psychology intervention in higher education, and aimed at reframing literacy practices in the university through an alternative way to traditional psychological practices, which are characterized predominantly by individual actions. The methodology of this research is characterized by a discursive analysis based on dialogic philosophy of language from Bakhtin Circle. The workshops showed that the reading and writing practices prevalent in the university have been based on an instrumental dimension of use of this language, guided by the idea of reproduction and productivity. In addition, the statements of the students indicated institutional discourses of identity that is based on an adversarial and idealized model of college student as competent subject that dominates in advance the academic genres and therefore, dispenses teacher explanations. These student identity discourses allow interpretations about the difficulties that produce meanings of the incompetence and the pathology, well as produces standardized and homogenized modes of subjectivity, that is, the formation of university products, adaptable, competitive, flexible for integration into the labor market. As subversion to this order, the workshops served as a strategy to reduce the suffering of students, given that, destabilized the senses naturalized of the difficulties with academic genres, allowing the creation of a peer-learning space, indicating including intervention possibilities for Psychology in Higher Education. Key words: Academic literacies; higher education; subjectivity; the Bakhtin Circle

La présente étude se fonde sur le postulat que le style de Platon dans le Phèdre entretient un lien nécessaire avec le contenu, que le style crée le contenu. Elle s’efforce de montrer que la description de ce lien suppose de prendre en compte les aspects énonciatifs de l’œuvre, c’est-à-dire à la fois la situation d’énonciation dans laquelle s’inscrit chaque réplique et la façon dont l’auteur s’adresse au lecteur. En effet, se fondant sur la notion bakhtinienne de dialogisme, elle définit la fonction du style par le fait d’orchestrer une pluralité linguistique : Platon représente différentes langues à l’intérieur du dialogue, la langue poétique, la langue technique des orateurs, ou encore la langue des philosophes qui l’ont précédé, et les met en dialogue, les confronte, créant ainsi une nouvelle conception de l’objet du dialogue, le discours d’abord, l’âme amoureuse ensuite. La situation d’énonciation révèle le travail sur le matériau linguistique et permet la mise en dialogue des différentes langues, tantôt en les distribuant entre différents personnages, qui deviennent chacun une source de sens pour les termes employés, tantôt en ajoutant au contexte immédiat dans lequel s’insère le mot un contexte large, qui demande, pour le même mot, un sens différent de celui qui est cohérent avec le contexte immédiat. En outre, certaines particularités de la situation d’énonciation remettent en cause les présupposés sur lesquels se fonde la compréhension d’un énoncé, notamment le principe de non-contradiction : ces particularités ne doivent pas être effacées, elles correspondent selon nous à l’intention de Platon et constituent des énigmes interprétatives qu’il pose au lecteur. / This study is based on the thesis that Plato’s style in the Phaedrus creates the content. The study attempts to show that in order to describe this interaction one has to take into consider the enunciative aspects of the text, that is the enunciative situation into which every phrase subscribes and the way the author addresses to the reader. In fact, based on Bakhtin’s notion of the dialogism, our work defines the function of the style by the means of orchestrating a linguistic plurality: Plato presents different languages inside the dialogue, such as the poetic language, the orators’ technic language or also the language of the philosophers who had preceded him; he makes them interact and confront between them, creating by this a new concept of the dialogue’s object, i.e. the speech and the enamoured soul. The enunciative situation reveals the work done on the linguistic material and permits to implement the dialogue between different languages either by attributing these languages to different characters, who become themselves a source of the sense for the terms employed, or by adding to the word’s immediate context a much larger context who demands, for the same word, a new sense different from the one who is coherent with the immediate context. In addition, some particularities of the enunciative situation question the assumptions on which is based the understanding of any statement, in particular, the principle of non-contradiction : according to our theory, these particularities shouldn’t be erased, they correspond to Plato’s intention and form the interpretative riddles that Plato addresses to the reader.

Dentro del contexto de los estudios literarios actuales, las figuras más reconocidas de la eslavística rusa son Mikhail Mijáilovich Bakhtin (1895–1975) e Iuri Mijáilovich Lotman (1922–1993). Por una parte, ambos han sido gestores de críticas profundas a los llamados “grandes metarrelatos modernos”, entre ellos el formalismo ruso, el marxismo, la lingüística tradicional, etc.; y, por otra, han elaborado nuevas concepciones teóricas que han sido capaces de transformar, de manera radical y definitiva, la forma de ver y estudiar tanto la literatura como el arte. En este estudio, por tanto, se redescubre a un brillante pensador como Bakhtin y se conoce a un relevante semiótico como Lotman, teórico prácticamente desconocido en los círculos académicos chilenos. La idea fundamental de esta tesis es dar cuenta del desarrollo histórico y del cambio epistemológico producido en la época posmoderna, desde el punto de vista de las contribuciones realizadas tanto por Bakhtin como por Lotman a los estudios literarios. De esta manera, se muestra, a través de un estudio descriptivo–comparativo, que dicha importancia radica en que ambos pensadores permiten la constitución de una línea de pensamiento que devela, en primer término, las transformaciones producidas en la época posmoderna y, en segundo término, los cambios acontecidos en la teoría literaria durante el siglo XX.

Orientador: Otilia Lizete de Oliveira Martins Heinig. / Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação, Centro de Ciências da Educação, Universidade Regional de Blumenau, Blumenau.

Orientador: Osmar de Souza. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Esta pesquisa estuda o processo composicional sob um enfoque dialógico, tendo como exemplificação minhas próprias composições. No intuito de entender em que se fundam as decisões tomadas por este compositor, no Capítulo 1 é proposta uma aplicação do conjunto de conceitos relacionados àquele de dialogismo proposto por Bakhtin na composição, uma vez que tais conceitos tratam da relação entre a orientação dos diferentes participantes na comunicação discursiva. Através dos capítulos 2 e 3 são abordados diferentes casos referentes às peças escritas durante o doutoramento, em que as diferentes situações dialógicas foram percebidas. Já nas considerações finais, é destacado que o aspecto dialógico que se evidencia ao longo de toda a prática musical, em todas suas demissões (ensaios, apresentações e apreciações e valorações, por exemplo) sustenta e orienta as decisões composicionais, pelo menos em parte. Finalmente, arrisca-se propor que, em seu o aspecto dialógico, a composição pode ser entendida como uma proposição fundada nos valores de uma pessoa, que no acontecer musical, dialoga com os valores de outras. Ou seja, é como uma constante de propostas e respostas entre as posições emocional e volitiva dos participantes do acontecer musical. / This research studies my own compositional process in a dialogic approach. In order to understand on what are based the decisions made by the composer, in Chapter 1 an application on composition of a set of concepts related to Bakhtin’s dialogism are proposed, since such concepts deal with the relationship between the orientation of different participants in discursive communication. Through the chapters 2 and 3 different cases relating to pieces written during my PhD, in which different dialogical situations were perceived are discussed. Already in the final considerations, it is highlighted that the dialogical aspect that are evidenced throughout the musical practice, in all its dimensions (rehearsals, presentations, appreciations and valorizations, for example) supports and guides the compositional decisions, at least in part. Finally, some risk are taken by proposing that, in a dialogical aspect, the composition could be understood as a proposition founded on the values of a person, that dialogues with the values of others in the musical-occurrence. In other words, it is like a constant of proposals and responses between the emotional and volitional positions of the participants of musical-occurrence.

本研究旨在關注中國神學家趙紫宸（1888-1979）與美國傳教士、音樂家范天祥（Bliss Wiant，1895-1975）於1920年代至1930年代在推動中國聖樂處境化方面的合作。中國讚美詩處境化已成為一個重要的研究領域。然而，相關研究則較少關注對於特定時間內由中國基督徒與傳教士合作的處境化讚美詩（包括讚美詩翻譯及創作）。這一個案研究則將聚焦趙紫宸與范天祥在1930年代初所編撰的兩本讚美詩集《團契聖歌集》（1931）與《民眾聖歌集》（1931），並與20世紀初其他讚美詩（集）作簡要比較。 / 第一章旨在考察19世紀西方新教傳教士對中國讚美詩處境化所作之努力，其後則是對20世紀，特別是20年代晚期至30年代早期，中國基督徒對中國讚美詩處境化所作的追尋。第二章則旨在聚焦《團契聖歌集》的編撰，考察趙紫宸的處境化翻譯，以及其與傳統文化價值及社會圖景內在與外在的互動及對話。第三章則將對由趙紫宸作詞、范天祥配樂的《民眾聖歌集》作出分析。在此，將考量趙的讚美詩作詞原則，以及分析他的讚美詩創作與其早期神學思想之關聯。第四章則將視角轉移至范天祥及《民眾聖歌集》的處境化音樂創作。范為該詩集所選擇的中國曲調將幫助我們窺看它們如何參與進處境化讚美詩的進程。在此，後殖民文化批評的視角將幫助我們從新的解讀框架中理解中國處境化讚美詩編撰。 / 在第五章，我們將把這兩本讚美詩與六公會聯合編撰的《普天頌讚》（1936）作比較，該詩本被視為20世紀前四十年中國讚美詩處境化的最高成就。與此同時，兩個本土小宗派：聚會處及耶穌家庭的讚美詩也在比較範圍之內。同時，我們將運用"全球地域化"的視角就全球化與地域化互動層面進一步解讀20，30年代的中國處境化讚美詩。 / 處境化音樂，從神學上來看，是一種道成肉身的表述。在此，道轉為肉身，肉身轉為歌。這在我們對趙紫宸與范天祥的讚美詩集研究中能得到例證。他們在中國處境化讚美詩上創造性的合作──從歌詞到音樂──都對中國讚美詩處境化作出長久而又獨特的貢獻。對於基督教史的研究及未來的中國教會而言，都是至關重要的。 / This dissertation is concerned with the contextualization of Chinese hymns in the 1920s and 1930s in the collaboration between T. C. Chao (1888-1979), a renowned Chinese theologian, and Bliss Wiant (1895-1975), an American missionary and musicologist. The contextualization of Chinese Christian hymns has become an important area of study, but relatively little attention has been paid to the concrete interpretation of translations and hymns produced in a particular time by Chinese Christians and missionary collaborators. In this case study, the focus is on two hymnals produced by Chao and Wiant, Christian Fellowship Hymns and Hymns for the People, published in the early 1930s, with brief comparisons with other hymnals from the early decades of the twentieth century. / Chapter one surveys the contextualization of Chinese hymns made by Western protestant missionaries in the nineteenth century, followed by an exploration on the contextualization of Chinese hymnology by Chinese Christians themselves, especially in the late 1920s and early 1930s. The subject of Chapter two is the origin and writing of Christian Fellowship Hymns, focusing on T. C. Chao’s contextualized translations and his implicit and explicit interaction and dialogue with traditional cultural values and the contemporary social scene. In Chapter three we consider the second hymnal, Hymns for the People, which contains hymns written by Chao and set to Chinese music by Wiant. Here we consider Chao’s principles for hymn writing, and see how his hymns reflect his early theological thinking. In Chapter four, attention shifts to Bliss Wiant and the music in Hymns for the People. The Chinese tunes Wiant selected for this hymnal are analyzed to see how they were part of the contextualization process. Here, we employ post-colonial criticism to develop the beginnings of a new interpretative framework that can be applied to the process of the contextualization of Chinese hymnology. / Our final Chapter five compares the two Chao/Wiant hymnals with Hymns of Universal Praise, a joint effort by six denominations, which may be seen as the highpoint of the contextualization of Chinese hymnology in the fourth decade of the 20th century. These two hymnals are further compared with the hymnals of two independent/indigenous traditions: the Little Flock and the Jesus Family. Finally, we use the theory of "Glocalization" to further develop the study of Chinese hymnody in the 1920s and 1930s, emphasizing the mutually interactive process between the global and the local in contextualized Chinese Christian hymns. / Contextualized music is, theologically, an expression of the Incarnation, the Word become flesh, the flesh become song. This is evident in our study of the hymnals of T. C. Chao and Bliss Wiant. Their creative collaboration on contextualized Chinese hymns, the words and the music, has made a lasting and in some ways unique contribution to Chinese hymnody. It is important both for the study of the history of Christianity and the future of the Chinese Church. [end] / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chen, Ruiwen. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 267-298). / Abstracts also in Chinese; includes Chinese.