Le point de départ de cette thèse est une interrogation sur la littérature contemporaine, sur le rapport qu’elle entretient avec la tradition littéraire et sur la figure auctoriale qu’elle bâtit. Les oeuvres de Gonçalo M. Tavares (1970), Enrique Vila-Matas (1948) et Henri Raczymow (1948), placées à la croisée de la fiction et de l’essai, proposent un dialogue intense avec la théorie littéraire. Le travail de ces trois auteurs européens peut en effet être lu comme une réponse aux problèmes posés par la théorie, comme ceux soulevés par les notions de « mort de l’auteur » et d’épuisement de la littérature. La présente étude cherche à trouver de nouveaux outils pour lire ces textes contemporains, tout en observant, en même temps, leur corrélation avec les débats qui ont animé les études littéraires dans les années 1960 et 1970. Pour guider cette démarche, j’ai choisi le dernier cours de Roland Barthes au Collège de France, La Préparation du roman, entre 1978 et 1980. Barthes y réfléchit sur son désir d’entamer une écriture qui rompt avec ses travaux précédents, et réalise une recherche sur la façon dont l’écrivain fait une oeuvre. Il y ébauche certaines notions qui restent pourtant dans un état sommaire. Mon travail consiste à les interroger, les problématiser et à les dépasser, afin de les projeter sur l’oeuvre de trois auteurs en activité. L’étude des oeuvres de Tavares, Vila-Matas et Raczymow me permet d’esquisser une nouvelle figure auctoriale, plus active que celle du lecteur/scripteur, et qui ne ressent pas le besoin de choisir entre la maîtrise totale du texte et la « mort de l’auteur ». Cet auteur devient un auteur-squatteur, qui occupe sa place à force de filiation. Il construit son autorité en l’insérant dans un « lignage », en tant que continuateur de la littérature. / The starting point of this thesis is an examination of contemporary literature, specifically, the relationship it establishes with the literary tradition and the figure of the author that is constructed by its discourse. The works of Gonçalo M. Tavares (1970), Enrique Vila-Matas (1948) and Henri Raczymow (1948), situated at the crossroads between fiction and the essay, embody an intense dialogue with literary theory. The works of these three European authors can be understood as a response to the problems raised by theory, such as the idea of the “death of the author” and the exhaustion of literature. This study seeks to set out new perspectives for reading these contemporary texts while considering, at the same time, the way in which they correlate with the debates that animated literary studies in the 1960s and 1970s. In order to guide this approach, I chose Roland Barthes’ final course at the Collège de France, The Preparation of the Novel, which took place between 1978and 1980. Barthes reflects upon his desire to create a form of writing that breaks with his earlier work and proposes an investigation of how a writer creates a work. He puts forward some concepts, although leaving them underdeveloped. My research consists therefore in problematizing and elaborating these concepts through turning them into approaches for analyzing the works of three authors in action. The study of the works of Tavares, Vila-Matas and Raczymow allows for a vision of a new literary figure, more active than the lecteur/scripteur and who does not feel the need to choose between the total mastery of the text and the “death of the author”. This author becomes a squatter-author, who occupies his place through his affiliations. He constructs his authority by integrating himself into a lineage, as a continuator of literature.

From the novel analysis O perdão (1910), by Andradina de Oliveira, we intend to draw a concise profile of literary discourses of the late nineteenth and early twentieth centuries, in cow-puncher society. To this end, we seek a dialogue on the differences and similarities of views between female and male authors in the representation of historical issues within the literary discourse. For the success of this study, we propose a brief mapping of the comparative method to explore the fictional representations that consecrated the regionalist literature of the time, idealizing the cow-puncher stereotype about the female voice of Andradina de Oliveira and his plots aimed at the urban population of Porto Alegre. Associated with this purpose, we will establish some deliberations on the contributions of cultural history and new critical perspectives that flourished there about gender relations, mostly from the sixties and seventies of the twentieth century. It has as a guiding principle, a reflection on the issue of own females and their role in the social, involving the context in which these texts were written, reinforcing the critical position that the analyzed romance establishes with the silences of official history. Besides, the scope of this work is based on the precepts of representation and the theoretical basis for such research proposed so far: Roger Chartier, Michelet Perrot, Anselmo Peres Alós, Rita Terezinha Schmidt, Sandra Pesavento, among others. The purpose is to keep the analysis of the novel turned toward the representation of women in sul-rio-grandense fiction, drawing parallel some considerations on regionalist novels of the same period. With particular attention to the construction of women's subjectivity and accordingly to the possibilities of (un) naturalization of concept solid identity of feminine stereotypes, as well as (un) mytification of the "gaucho". / A partir análise do romance O perdão (1910), de Andradina de Oliveira, pretende-se traçar um perfil mais conciso dos discursos literários de fins do século XIX e início do XX, na sociedade gaúcha. Para tanto, busca-se um diálogo nas diferenças e semelhanças das visões entre a autoria feminina e a masculina na representação de questões históricas dentro do discurso literário. Para o êxito deste trabalho, propomos um breve mapeamento do método comparatista para explorar as representações ficcionais que consagravam a literatura regionalista da época, idealizando o estereótipo gaúcho, em relação à voz feminina de Andradina de Oliveira e suas tramas voltadas ao universo urbano de Porto Alegre. Associado a este intuito, estabeleceremos algumas deliberações sobre as contribuições da História Cultural e as novas perspectivas críticas que daí floresceram sobre as relações de gênero, principalmente a partir das décadas de sessenta e setenta do século XX. Tem-se como princípio norteador uma reflexão sobre a questão do próprio gênero feminino e a sua atuação na seara social, envolvendo o contexto em que tais textos foram escritos, reforçando a posição crítica que o romance analisado estabelece com os silenciamentos da história oficial. Além disso, o escopo deste trabalho apoia-se nos preceitos da representação, tendo como base de teórica para tais investigações propostas até aqui Roger Chartier, Michelet Perrot, Anselmo Peres Alós, Rita Terezinha Schmidt, Sandra Pesavento, entre outros. O objetivo é manter a análise do romance direcionada para a representação das mulheres na ficção sul-rio-grandense, traçando em paralelo algumas considerações sobre romances regionalistas do mesmo período. Atentando especialmente para a construção da subjetividade da mulher e, consequentemente, para as possibilidades de (des) naturalização do conceito de identidade sólida dos estereótipos femininos, assim como da mitificação do gaúcho.

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E-mails have become the standard for business as well as personal communication. The inherent security risks within e-mail communication present the problem of anonymity. If an author of an e-mail is not known, the digital forensic investigator needs to determine the authorship of the e-mail using a process that has not been standardised in the e-mail forensic field. This research project examines many problems associated with e-mail communication and the digital forensic domain; more specifically e-mail forensic investigations, and the recovery of legally admissible evidence to be presented in a court of law. The Research Methodology utilised a comprehensive literature review in combination with Design Science which results in the development of an artifact through intensive research. The Proposed E-Mail Forensic Methodology is based on the most current digital forensic investigation process and further validation of the process was established via expert reviews. The opinions of the digital forensic experts were an integral portion of the validation process which adds to the credibility of the study. This was performed through the aid of the Delphi technique. This Proposed E-Mail Forensic Methodology adopts a standardised investigation process applied to an e-mail investigation and takes into account the South African perspective by incorporating various checks with the laws and legislation. By following the Proposed E-mail Forensic Methodology, e-mail forensic investigators can produce evidence that is legally admissible in a court of law.

A discrepancy appears to exist between the value placed on reflective journal writing by the writers of journals and the value seen by educators of that same journal writing. In this study, I explored the journal writing of six tutors working in a learning centre at a two-year community college in western Canada. I examined: (1) tutors' perspectives on the journal writing task; (2) the content and reflectivity of tutors' journals; and, (3) the accuracy of the journals in representing tutor thinking initiated by the journal writing task. The initial data collection for the study included observation of weekly in-service training sessions and examination of tutor journal entries. Tutors were interviewed about their perceptions of journal writing and their thinking around issues they wrote about in their journals. The tutor trainer was interviewed about his expectations of tutor journal writing, his reactions to tutors' journals and his perceptions of the journal writing task. After the initial data collection, the participants were given summaries of data collected in the initial phase. Tutors read the summaries and as a group discussed issues raised by the data. I interviewed the trainer about insights he had gained from the summaries. Content choices and levels of reflectivity in the tutors' journals varied widely. Factors affecting the content and levels of reflection in the tutors' journals were affected by tutors’ understanding of the journal writing task, their motivation for journal writing, their feelings of vunerability, their personal histories, their tutoring experience, their preference for writing as a mode of learning, and their purposes for writing journals. Most tutors perceived their journals as useful to them, but the tutor trainer regarded the journals as less useful. This difference in perception of the benefits of journal writing can be attributed, at least in part, to the differing levels of access of the trainer and the tutors to the benefits of journal writing. The trainer based his understanding of the benefits of journal writing on the journals themselves whereas the tutors were aware of benefits that were not apparent from studying the journals. Interviews with the tutors showed that tutors reflected more as a result of the journal writing task than was evident from their journals. The trainer’s view of the reflection initiated by the journal writing task was obscured in tutors’ journals due to the fact, that tutors reported prior reflection, provided incomplete representation of their reflective thinking, made rhetorical choices which masked their levels of reflection, and continued to reflect after completion of journal entries. Implications of the study for educators include the importance of a process approach to journal writing, the risks of assuming that journals provide an accurate picture of the reflection the task initiates, and factors for consideration in the construction of the prompt for journal writing. Implications for researchers focus on the risks of assuming that journals provide an accurate measure of the benefits of the journal writing task. Collaboration with journal writers is seen as essential for any such measure to be achieved. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This study aims to evaluate the possiblity of Paul being the author of the Epistle to Titus. The study uses a structural exegesis as by Daniel Patte to examine the convictions expressed through the text and how these correlate with the ones found by Patte in his analysis of the so called genuine Pauline Epistles. The study concludes that the Epistle to Titus correlates on several aspects with the Pauline Epistles on convictions expressed by the authors of the letters. Both authors seems to share a conviction: (1) That the christian should “remain as is”. (2) That the christian has a responsiblity to honour God with its life. (3) That the receivers of the letter had experienced the same touch of God in their lives as the author himself. Further, both authors seem to equate opponents of different religious groups as the same type of “opponents” – maybe as preachers of what Daniel Patte would call a “non-evangelium”.

Given today's hurried pace of change in higher education and its institutions, it is imperative for the higher education research community to reflect on its current composition and resulting ability to understand and respond to the breadth and rapidity of that change. Accordingly, the purpose of this study was to identify selected social and academic characteristics of the primary contributors (authors, editorial board members, and editors) to The Review of Higher Education, to categorize institutional affiliations of contributors via the Carnegie Classification System and to synthesize the data in a historical and sociological perspective. The contributions to The Review's articles, editorial board positions, and editorships in its first 25 years have predominantly been from male members of the higher education professoriate affiliated with and receiving doctoral degrees from major research universities ranked highest in the Carnegie Classification System. Trends toward greater gender and disciplinary representation, especially among author contributors, began to appear by the mid-point (1990s) of the study period.

Made available in DSpace on 2017-06-01T18:24:49Z (GMT). No. of bitstreams: 1 maria_simone_silva_holanda.pdf: 5739744 bytes, checksum: e2fc93c165dbbaf626e61758cd413be3 (MD5) Previous issue date: 2013-08-29 / It is noticed that, in many schools, the teaching of the Portuguese language still occurs from the standpoint of transparency of language, a content-based approach. Regarding to the students' authority of written productions, it is observed that the designation of the author is often associated with the idea of artistic production, literary or scientific. However, the present work aims to analyze the occurrence of authoring clippings of a corpus of opinion articles, dissertation-argumentative texts produced by integrated high school students of an educational institution. Thus, it is relevant the notion of subject as a discursive position, aiming to understand how the process of taking and/or banning of authorship. Therefore, we used the theoretical Discourse Analysis of French, AD, guided by the Pêcheux s studies. In this theoretical framework, we focused on the conception of subject, authorship, text, discourse, discursive formations, ideology, discursive memory and production conditions. It is noteworthy, according to the specificities of the corpus, the importance of theoretical contributions from authors such as Foucault, Gallo, Indursky, Lagazzi, Orlandi, Pacific, and Pfeiffer Tfouni that also address the question of the subject and the author function. It s intended, in this study, to investigate the possibilities of movement of the subject towards the production of an argumentative text, its insertion in discursive memory as well as historical repeatable, in specific socio-ideological position. In order to getting a better comprehension of it, it is essential to understand the concept of interpretation and meaning, not thought as a mere decoding process, since the language is socio-historical. It must be said that in AD, the interpretation is linked to the subject, the history and ideology. Thus, the interpretation leads to authorship, since it works to interdiscourse. The sense, in turn, occurs through gestures of interpretation, from the position of subject in a given discursive formation. Thereby, it is important to understand that the methodology adopted in this work is based on a qualitative approach, focused on the analyses clippings opinion articles, considering in them the intrinsic tension between paraphrase and polysemy, the presence of linguistic marks as well as ideological heterogeneity in the discursive operation that point authorship marks, the forms of repetition of meaning in the text, the inscription of the subject in a specific socio-ideological position. In this approach, AD provides theoretical device that allows the analyst to identify such elements, assuming that the subject may, or not, occupy the position of the author of his speech. Based on these considerations, it is worth realize that the results achieved regarding to the subject and written opinion articles show that there was exercise of author function, even though many of the students could not take this discursive position in his work with the argument text in the context of school, since the activities of reading and writing are still restricted to the school speech, which is implicit the imposition of standard models and formal repetition and, therefore, the subject just reproduces the speech, not historicizes it in a interpretable way, as consider Orlandi. / Percebe-se que, em muitas escolas, o ensino da língua portuguesa ainda ocorre sob o enfoque da transparência da linguagem, numa abordagem conteudista. Em relação à autoria em produções escritas de alunos, observa-se que a designação de autor geralmente está associada à ideia de escritor de obras artísticas, literárias ou científicas. No entanto, o presente trabalho tem como proposta analisar a ocorrência de autoria em recortes de um corpus constituído de artigos de opinião, textos dissertativo-argumentativos produzidos por alunos do Ensino Médio Integrado de uma Instituição de Ensino. Nesse contexto, considera-se relevante a noção de sujeito como posição discursiva, buscando compreender como se dá o processo de assunção e/ou interdição da autoria. Para tanto, recorreu-se aos pressupostos teóricos da Análise do Discurso de linha francesa, a AD, pautados nos estudos de Pêcheux. Nesse quadro teórico, são enfocados os conceitos sobre sujeito, autoria, texto, discurso, formações discursivas, ideologia, memória discursiva e condições de produção. Ressalta-se ainda, em função das especificidades do corpus, a importância das contribuições teóricas de autores como Foucault, Gallo, Indursky, Lagazzi, Orlandi, Pacífico, Pfeiffer e Tfouni que abordam também a questão do sujeito e da função-autor. Busca-se, nesta pesquisa, investigar as possibilidades de o sujeito movimentar-se ao produzir um texto argumentativo, a sua inscrição em uma memória discursiva, no repetível histórico, em determinado espaço sócio-ideológico. Para melhor entendê-la, é fundamental conhecer o conceito de interpretação e sentido, não pensado como um mero processo de decodificação, uma vez que a linguagem é histórico-social. Cabe dizer que, na AD, a interpretação está ligada ao sujeito, à história e à ideologia. Dessa forma, a interpretação leva à autoria, já que trabalha com o interdiscurso. No que concerne ao sentido, ele ocorre por meio dos gestos de interpretação, a partir da posição sujeito, numa dada formação discursiva. Com isso, é importante salientar que a metodologia adotada neste trabalho baseia-se na abordagem qualitativa, tendo em vista a análise de recortes de artigos de opinião, observando neles a tensão entre a paráfrase e a polissemia, a presença de marcas de heterogeneidade linguística e ideológica no funcionamento discursivo que apontem indícios de autoria, as formas de repetição do sentido no texto, a inscrição do sujeito em determinado espaço sócio-ideológico. Nesse enfoque, a AD fornece um dispositivo teórico que permite ao analista a identificação de tais elementos, partindo do pressuposto de que o sujeito pode ou não ocupar a posição de autor do seu discurso. Com base nessas considerações, vale ressaltar que os resultados alcançados no que diz respeito ao sujeito e à autoria em artigos de opinião mostram que houve o exercício da função-autor, apesar de boa parte dos alunos não ter conseguido assumir essa posição discursiva no trabalho com a argumentação no contexto escolar, uma vez que as atividades de leitura e escrita ainda estão restritas ao discurso da escola, à imposição de modelos padronizados, ao campo da repetição formal, em que o sujeito apenas repete o dizer, não o historiciza de modo interpretável, como considera Orlandi.

A expansão da modalidade de Educação a Distância (EAD) e a presença cada vez maior das Tecnologias de Informação e Comunicação (TIC) na educação, tornam a utilização de ferramentas computacionais imprescindíveis no auxílio aos professores, tanto para produção de conteúdos digitais, quanto na tarefa de avaliação do aprendizado. A avaliação do aprendizado acarreta muito trabalho ao professor, principalmente aquelas de caráter formativo, que favorecem o desenvolvimento continuado do aprendizado dos alunos. Uma forma de aliviar essa carga de trabalho tem sido a utilização dos Sistemas Gerenciadores de Curso (SGC). Dentre esses sistemas encontra-se o Moodle, que disponibiliza o módulo Quiz, que dispõe de recursos para avaliações automáticas. Contudo seu uso não é simples, sendo frequentes as reclamações de professores quanto a sua usabilidade, o que pode desmotivar seu uso. Nesse contexto, o objetivo do presente trabalho é ajudar a compreender e reduzir as dificuldades enfrentadas por professores no emprego do módulo Quiz do Moodle. Para isso foi realizado um estudo para identificar os principais elementos que interferem na usabilidade de ferramentas para autoria de questionários online. Os resultados obtidos foram utilizados para modelar e produzir um protótipo alternativo ao do módulo Quiz, denominado de iQuiz, que resultou na seguinte contribuição tecnológica: uma interface para aplicação sobre o núcleo do Quiz e um modelo para integração dos componentes envolvidos na composição do novo ambiente. Para a criação do protótipo foi aplicado a abordagem de desenvolvimento centrado no usuário, utilizando testes de usabilidade em conjunto com outros métodos, tais como avaliação heurística. Neste trabalho também apresentamos os resultados de uma avaliação do modelo implementado, indicando uma efetiva melhoria de usabilidade. Tanto especialistas em TIC e professores participantes das avaliações mostraram-se mais confortáveis com o uso do iQuiz, alcançando melhores resultados quanto à produção de questionários. / The expansion of the distance learning education, allied to the ubiquitous presence of the Infor- mation and Communications Technology (ICT) in education, make the use of computational tools essential to the teacher. They are used in the content production, as well to help teacher to assess the students. However, the learning assessment entails a lot of work to the teacher, especially under the model of formative assessments. One way to alleviate this workload, has been the use of Course Management Systems (CMS). Among these systems is Moodle, which provides the Quiz module, used for creating assessments with automatic evaluation. However the Quiz operation is not simple, it is not rare a teacher complains about its usability. In this context, the objective this work is to help understand and reduce the difficulties faced by teachers in the use of Moodle Quiz. To do this, a study was conducted to identify the main elements that influence the usability of tools for online questionnaire authoring. From this study, was defined a model, that generated an alternative environment to the Quiz module, denoted by iQuiz. This resulted in the two technological contribution: an interface for application to the core of the Quiz and a model for integration of components involved in the composition of the new environment. To produce the prototype of iQuiz, was used an approach centered in the user, together with usability tests, among other methods, such as heuristic evaluation. In this work, it is also presented the results of an application of the iQuiz with ICT specialists and teachers, indicating an effective improvement of usability. Both, ICT specialists and teachers, rated iQuiz as comfortable to produce new questionnaires. For the creation of the prototype has been applied to approach to development focused on the user, using usability tests together with other methods, such as heuristic evaluation. This resulted in significant improvement in the quality of the final interface and consequently, greater user satisfaction, an essential factor to motivate them to use the new environment.