Das coisas que acontecem quando se pesquisa em uma pósgraduação. Das dimensões ética, estética e política em produzir uma dissertação de mestrado ou tese de doutorado nos tempos atuais. Da construção de um atelier de escrita em um programa de pós-graduação em Psicologia Social e Institucional. Dos efeitos e registros de um escrever-com: com os participantes do atelier, com autores e autoras (acadêmicos e/ou não), com as bobagens, bibliotecas, músicas e literaturas. Dos risos e embrulhos de escrever em meio à vida. Dos ingredientes e modos de usar uma pesquisa. Dos efeitos coletivos de escrita a partir de 10 figuras disparadas por Roland Barthes: abandono, apneia, assinatura, bissemia, centro, círculo, embrulhado, prosa, tranquilidade, violência. Da escrita acadêmica como uma política da bolha: frágil, torpe, singular mas em constante movimento. / About what happens when you engage in academic research. About the ethical, aesthetic and political dimensions of writing a thesis on times like these. About creating a writing workshop in a Social and Institutional Psychology graduate program. About the effects and records of weiting-with. with the participants of the workshop, with the authors (academic and/or not), with the nonsense, libraries, musics, literatures. About the laughter and nausea of writing immerse in life. About the ingredients and ‘how-to use’s of a research. About the collective effects of writing from Roland Barthes’s 10 abandoned figures: abandon, apnea, bissemia, center, circle, crammed, prose, signature, tranquility, violence. About academic writing as a politics of the bubble: fragile, nasty, singular but in constant movement.

Esta tese compõe o conjunto de pesquisas coordenadas pelo projeto coletivo Movimentos do Escrito, desenvolvido pelo Grupo de Estudos e Pesquisa Produção Escrita e Psicanálise GEPPEP. Tem como objeto de estudo as intervenções feitas por um orientador em um processo de escrita acadêmica. Versa não só a respeito das produções textuais propriamente ditas como, também, tematiza o laço do professor-orientador e de seu aluno-orientando que facilita a sustentação do trabalho por meio do qual são produzidas. Postula a existência de uma correlação entre as intervenções do orientador e o processo de escrita do texto acadêmico realizado sob orientação. Os dados analisados são as várias versões do trabalho de conclusão de curso de Joana, a aluna-orientanda, o diário clínico da professora-orientadora e os e-mails trocados entre ambas durante a realização do curso de pós-graduação. Busca responder duas questões: a) Quais os manejos realizados por um professor-orientador para promover, quando julga necessário, a reescrita do texto pelo aluno-orientando? e b) Quais efeitos essas intervenções provocaram na escrita do orientando? Para respondê-las, construiu-se uma interlocução entre os estudos da educação e os da psicanálise de orientação lacaniana. Assim sendo, o entendimento sobre o laço entre o professor-orientador e seu aluno-orientando partiu do conceito de transferência cunhado por Freud (1912): vínculo que se estabelece exclusivamente nas relações humanas, em especial naquelas que se configuram como um processo no qual o agente depende de um parceiro mais experiente para ter sucesso. Posteriormente, considerou as reelaborações de Lacan (1964/1998), que, por sua vez, subordinou este afeto à suposição de saber a respeito dos modos de satisfação do ser humano. Freud define o conceito de transferência e, depois, Jacques Lacan o ressignifica não mais privilegiando a realidade empírica do sujeito, mas sua dimensão fantasmática. A metodologia do trabalho está fundamentada na pesquisa psicanalítica, a partir da qual se fez uma construção do caso, tal qual proposto por Fédida (1992). Como resultado desta investigação, foi possível perceber que a intervenção/manejo do professor-orientador pode provocar mudança no laço estabelecido entre ambos, alterando, assim, a posição do orientando frente a sua escrita. Foi, ainda, possível mostrar que, no caso específico aqui tratado, Joana, a orientanda, saiu de uma posição de inércia frente ao saber para assumir uma postura investigativa a partir da qual pôde construir seu trabalho. / This thesis is part of a group of researches coordinated by the collective project Movimentos do Escrito, developed by Grupo de Estudos e Pesquisa Produção Escrita e Psicanálise GEPPEP. It aims to study the interventions made by an adviser during an academic writing process. It focuses not only on the textual productions themselves but also on the link between the adviser and his student-disciple, which corroborates to sustain the academic writing process. It postulates the existence of a correlation between the adviser´s interventions and the academic text´s writing process carried out under supervision. The data analyzed are the various versions of the course conclusion paper written by Joana, the student-disciple, the adviser´s clinical diary, and the e-mails exchanged between them during the post-graduation course. It aims to answer two main questions: a) Which are the interventions made by the adviser to stimulate the student-disciple to re-write her text? And b) Which effects those interventions cause in the disciple´s writing? In order to answer those questions, this study is supported by both education and psychoanalysis studies. Thus, it understands the link between the adviser and his student-disciple on the basis of the transference concept (Freud, 1912): link that is established exclusively in human relationships, especially in the ones that are figured as a process in which the agent depends on a more experienced partner to be successful. Afterwards, it considered Lacan´s elaborations (1964/1998) who subordinated that concept to the knowing supposition in relation to the ways the human being gets his satisfaction. Freud defines the concept of transference and, later, Jacques Lacan re-signifies it giving privilege not to the subject empirical reality but to its phantasmal dimension instead. The methodology adopted here is based on the psychoanalytic research, from which this case received its outlines, in the way recommended by Fédida (1992). This study allowed to observe that the adviser´s intervention can provoke changes in the link established between him and his student-disciple, modifying the disciple´s position facing his own writing. It was even possible to show that, in the specific case dealt with here, Joana, the disciple, could get out of an inert position facing Knowledge in order to assume an investigative one.

Orientador: Monica Graciela Zoppi-Fontana / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T06:13:57Z (GMT). No. of bitstreams: 1 Melo_EdnaAndreSoares_D.pdf: 4127671 bytes, checksum: ba49efa5f602e117076f76943a8ff6ad (MD5) Previous issue date: 2009 / Resumo: A pesquisa apresentada tem como objeto de estudo a autoria do índio, numa escrita acadêmica, ao formular um gesto de interpretação no meio dos outros sentidos, da memória Outra, do não-índio. Filiados aos dispositivos teóricos da Análise de Discurso da linha francesa, selecionou-se o "corpus" que é resultado de produção de textos dos índios que fizeram o curso de Licenciatura Específico para Formação de Professores Indígenas, na UNEMAT - Turma 2001-2005. As análises consistem de textos da "Série Práticas Interculturais", "Cadernos de Educação Escolar Indígena" e de "Trabalho de Conclusão de Curso". A publicação e circulação destes textos são, também, objetos de estudo. O objetivo desta pesquisa é compreender como se dá o processo de filiação do sujeito índio numa memória Outra para constituir-se como autor de uma escrita acadêmica. As seqüências lingüísticas analisadas explicitam o modo como o sujeito índio filia-se ao discurso acadêmico. O resultado da pesquisa mostra que a transferência do discurso indígena para o discurso acadêmico, está em processo, pois as filiações identificadas sejam como pré-construído, por efeito de exterioridade, ou pela construção do sujeito-leitor do saber indígena, explicitam deslizamentos de sentidos de um discurso para outro, embora, os novos sentidos produzidos estejam determinados pela memória do discurso no qual o sentido, agora, se inscreve. / Abstract: The following study has been focused in the Indian authorship in an academic writing, which is formulated in an interpretation move which takes place among other meanings, the Other memory and the Non-Indian. Based on the theoretical basis of the French line Discourse Analysis, the selected "corpus" is a result of texts produced by Indians who have attended a specific course to obtain the Indian Teacher's license at Unemat (2001-2005 Class). The analyses consist of texts from "Intercultural Practice Series", "Indian Educational Book" and also from "Final Paper". The course of publication and circulation of these texts have been aimed as well. The main goal in this study is to understand the Indian subject filiation process to an Other memory in order to make oneself an academic author. The analyzed linguistic sequences highlights the way the Indian subject filiates to the academic writing. The study result shows that the change of the Indian discourse into the academic discourse is in the process, because the identified filiations, whether as the pre-constructed, the exterior effect or the reader-subject of the Indian Knowledge, brings out a meaning movement from one discourse into another. Although the new produced meanings are determined by the just filiated discourse memory. / Doutorado / Doutor em Linguística

Esta tese de doutorado começa investigando as relações entre história e ficção nos séculos XX e XXI, com ênfase na ideia de pós-modernidade e de crise da representação. Depois da leitura de alguns romancistas contemporâneos (como W.G. Sebald, J.M Coetzee, Orhan Pamuk e Enrique Vila-Matas) e de alguns historiadores contemporâneos (especialmente Carlo Ginzburg), a pesquisa avança sobre o estudo teórico da autobiografia e da autoficção, tentando refletir sobre as implicações epistemológicas da narrativa também no discurso da crítica literária e na escrita acadêmica. / This doctoral thesis began by researching the relationship between history and fiction in the 20th and 21st centuries, focusing on the crisis of representation and the idea of post-modernity. After reading some contemporary novelists (such as W.G. Sebald, J.M Coetzee, Orhan Pamuk e Enrique Vila-Matas) and also some contemporary historians (notably Carlo Ginzburg), the research advances towards the theoretical study of autobiography and autofiction, attempting to reflect on the epistemological implications of narrative both for the discourse of literary criticism and for academic writing.

Freshman composition instructors at Christian institutions face a disturbing predicament: competing pedagogies, administrative pressure to prove freshman composition’s merit, public clamoring for greater return on the college investment, technology redefining what “writing” is, a postmodern audience, and most concerning, the challenge to find an instructional model in a sea of pedagogies void of Christian ideology. The field of composition and rhetoric, unlike literature and other disciplines, does not have a pedagogy that successfully reconciles faith and scholarship. The purpose of this Doctor of Education thesis is to ignite a conversation among Christian composition faculty by introducing a prototype Christian freshman composition pedagogy built on a Christian theological, philosophical, and educational foundation rather than maintaining the common practice of overlaying Christian ideas on secular pedagogies. The proposed writing pedagogy is beyond a perfunctory skills and service course because communication through writing is not only divinely modeled, it is essential for human flourishing. The structure of this Trinitarian writing theory is dually aimed at both the writing pedagogue, by providing the resources from which the teacher can develop an instructional pathway, and the student writer, by providing the resources from which the learner develops functional writing strategies encased within a biblically-grounded motivation for writing. Rooted in Kevin Vanhoozer’s Trinitarian Theology of Communication, this Christian writing pedagogical theory unfolds through a series of similarly-shaped triune-based structures that move from theological formation to methodological practice. Chapter 1 argues that composition pedagogy is in crisis, not only at Christian colleges and universities, but secular institutions as well. Providing a context for the aforementioned crisis, chapter 2 historically traces composition instruction trends in America. While Christian scholars have proposed ways to apply faith and learning in other academic fields, no thoroughly Christian writing pedagogy has yet been created. Chapter 3 overviews secular strategies developed in response to the composition instruction crisis and those strategies’ lack of effectiveness. Chapter 4 serves to build the theological and philosophical foundation of a new instructional design theory. Chapters 5-9 provide a detailed progression of the new writing theory from its theological inception to the methodological and practical culmination as an act of worship for the student writer. Craig Bartholomew’s Tree of Knowledge provides the systematic method this project uses to rebuild composition theory; Kevin Vanhoozer's Trinitarian Theology of Communication model is the theological base that provides the key theoretical categories of the new writing pedagogy. Chapters 10-12 examine how the theory’s biblically-based distinctives translate to the classroom.

The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.

Magister Bibliothecologiae - MBibl / The purpose of this study was to investigate plagiarism among undergraduate students at a higher education institution in South Africa. There is evidence from previous studies that plagiarism is increasing world wide among higher education students. The emergence of the Internet has made plagiarizing worse as students can easily copy and paste information from the World Wide Web. This study investigated the occurrence, causes and trends of plagiarism among students in the Faculty of Applied Science at a higher education institution. It also examines student awareness of institutional policies and guidelines regarding plagiarism. / South Africa

Philosophiae Doctor - PhD / This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on „agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering. / South Africa

Philosophiae Doctor - PhD / This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher iv education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into v English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice.

Philosophiae Doctor - PhD / The study aims to investigate academic writing at the University of Namibia and intends to explore whether a critical, meaningful and experiential pedagogy in EAP that enhances voice and agency in English for Academic Purposes (EAP) can be engendered in the Namibian EAP classroom. Moreover, it aims to investigate the experiences and perceptions of first year EAP students regarding the current EAP pedagogy at the University of Namibia. The study aspires to generate an understanding of the components students find difficult when they engage in academic essay writing. It provides a holistic and profound understanding of what critical, meaningful and experiential pedagogy is and wish to propose the process-genre writing approach as tool to a critical, meaningful and experiential pedagogy to teaching academic writing. The study draws it theoretical underpinning from critical pedagogy as postulated by Freire (1973) and Canagarajah (1999). This research supports the premise that the English language classroom is a cultural space where various agendas are negotiated and contested and explores the complexity of language pedagogy in the English classroom (Canagarajah, 1999). Moreover, this study is based on the premise that pedagogies are not received in their own terms but are rather appropriated on different levels in terms of the needs, interests and values of the local communities (Canagarajah, 1999, p.121-2). As research design, the study adopts an exploratory design using both qualitative and quantitative data. Besides, the study uses SPSS analysis and written error analysis methodologies. While the former provides an understanding of EAP students' perceptions and experiences regarding the current EAP pedagogy at the University of Namibia, the latter examines the components that EAP students find difficult when they engage in academic essay writing. As instruments, the study uses a semi-structured questionnaire and academic essay administered to 200 EAP first year student- participants. The findings indicate that the current EAP pedagogy at the University of Namibia does not promote experiential, meaningful and critical learning nor does it enhance voice and agency in the EAP classroom, thus a critical, meaningful and experiential EAP pedagogy that enhances voice and agency can be engendered in the Namibian EAP classroom. The findings also indicate that EAP students find the use of APA referencing skills and the use of discourse markers the most difficult when they engage in academic essay writing. Furthermore, the literature that I reviewed for this study critically exposed how practices in EAP and institutional policies stifle voice and agency in the EAP classroom. The entire process of this study has generated some insights that can advance our understanding of a critical, meaningful and experiential pedagogy in EAP and academic writing. These insights are: (1) A need to enhance EAP educator’s critical awareness, (2) We must minimize students' text-appropriation, (3)A need to re-conceptualize and decriminalize the concept of plagiarism in EAP, (4) A new approach to teaching APA referencing in EAP academic writing, (5) A need to renegotiate voice and agency in academic writing, (6) Writing is a process not an event, (7) We need to move towards an appropriate critical, meaningful and experiential pedagogy in EAP. The study proposes the process-genre academic writing approach as pedagogy towards a critical, meaningful and experiential EAP pedagogy in teaching academic writing. All in all, the study upholds the premise that a critical, meaningful and experiential EAP pedagogy that enhances voice and agency can be engendered in the Namibian EAP classroom.