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Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-28T13:38:27Z No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T18:41:15Z (GMT) No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T18:41:24Z (GMT) No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) / Made available in DSpace on 2016-10-10T18:41:34Z (GMT). No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) Previous issue date: 2016-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present study had as its object the investigation of discourses present in the perceptions of the school principal about the school democratization and education in Brazil. Therefore, we seek to understand aspects of the production of subjectivity of public school principal among the speeches and democratization processes experienced in our country. They analyzed the statements of public school principals of municipal Ribeirao Preto, with over fifteen years of experience in office, in order to understand how it produces its subjectivity considering the complexity of relationships in which they operate and social, cultural and historical elements that permeate. The methodological bases used guided in qualitative approaches, theoretical and bibliographic interdisciplinary study, semi-structured taped interviews, nonparticipant observation and analysis of speeches in French perspective. The main theoretical framework adopted, based on the theories of Michel Foucault, includes numerous studies on the analysis of speeches and the subject while production of power relations that is part and elements that make up its historical and social context. We note that the speeches concerning the democratic management often define this school management model as one in which the director allows the students at school entry and family that they give opinions freely. However, in many situations, such access is only allowed for matters involving the student in a timely manner, while other matters concerning the institution remain centralized in the head, leaving him, the final decision. The dicurso democratic management by the free access of parents to school, so keep hidden these mechanisms, Aleem to strengthen the authority of the director, the institution away from behaviors that promote democratization. / O presente estudo teve como objeto, a investigação dos discursos presentes nas percepções do diretor escolar acerca dos processos de democratização da escola e da educação no Brasil. Para tanto, buscamos compreender aspectos da produção da subjetividade do diretor de escola pública em meio aos discursos e processos de democratização vivenciados em nosso país. Foram analisados os enunciados de diretores de escolas públicas da rede municipal de Ribeirão Preto-SP, com mais de quinze anos de experiência no cargo, com a finalidade de compreendermos a forma como se produz a sua subjetividade considerando a complexidade das relações em que se inserem e os elementos sociais, culturais e históricos que os permeiam. As bases metodológicas utilizadas pautaram-se em abordagens qualitativas, estudo teórico e interdisciplinar bibliográfico, entrevistas gravadas semiestruturadas, observação não participante e análise de discursos na perspectiva francesa. O principal referencial teórico adotado, baseado nas teorias de Michel Foucault, contempla inúmeros estudos sobre a análise de discursos e o sujeito enquanto produção das relações de poder de que é parte e dos elementos que compõem seu contexto histórico e social. Observamos que os discursos concernentes à gestão democrática, frequentemente, definem este modelo de gestão escolar como aquele em que o diretor permite a entrada da família dos alunos na escola e que esses opinem livremente. Entretanto, em muitas situações, esse acesso apenas é permitido para assuntos que envolvam o aluno de maneira pontual, enquanto que os demais assuntos concernentes à instituição permanecem centralizadas no diretor, cabendo a ele, a decisão final. O discurso da gestão democrática pelo livre acesso dos pais à escola, portanto, mantem ocultos esses mecanismos que, além de reforçarem a autoridade do diretor, afastam a instituição de condutas que promovam sua democratização.

This thesis addresses the pronunciation of proper names in simultaneous interpreting from French into Czech. It consists of 2 parts: the 1st, theoretical part discusses the definitions, categorization and functions of proper names as described in the relevant literature. The work then focuses on adoption of loanwords in Czech and on the specific situation of proper names in simultaneous interpreting. The empirical part analyses 600 personal names from speeches interpreted at plenary sessions of the European Parliament. The aim of the research is to describe the adaptation principles in pronunciation of proper names interpreted into Czech; the intelligibility of the used equivalents; and the frequency of use of female forms of surnames in the European Parliament. The results show that the prevailing adaptation principle is phonological approximation, which corresponds to the rules set by the codified pronunciation standard. Other common principles are retention of the original pronunciation and spelling pronunciation. Original pronunciation is more frequent in names of French origin, whereas spelling pronunciation is found mostly in English and German names. Most of the used translation equivalents are comprehensible: the number of incomprehensible equivalents amounts to 7-11%. Surprisingly, most of...