Orientador: Maria Célia de Moraes Leonel / Banca: Adalberto Luis Vicente / Banca: Sergio Vicente Motta / Banca: Vera Bastazin / Banca: Maria Rosa Duarte de Oliveira / Resumo: Este trabalho consiste na análise da narrativa "A estória de Lélio e Lina" de Guimarães Rosa, centralizando-se na observação da relação existente entre as personagens femininas que entram em contato com o protagonista dessa obra e naquelas que fazem parte da trajetória de Riobaldo em Grande sertão: veredas. A análise da estrutura narrativa é feita centrando-se nos elementos que a aproximam da definição de "narrativa poética", terminologia proposta por Tadié. Assim, observa-se que a poesia e o mito têm importância fundamental na elaboração artística do autor: o espaço - a fazenda do Pinhém - é, de fato, um espaço mágico e mítico, recuperando o arquétipo do paraíso perdido; o tempo narrativo é cíclico, sugerindo a idéia de um não-tempo, ou tempo primordial, de origem das coisas; o narrador, apesar de exterior à história em questão, sempre segue a visão de Lélio, o protagonista, assumindo características de um eu-lírico. Além disso, é feito um estabelecimento das similaridades entre cada uma das personagens femininas que entra em contato direto com Lélio - Sinhá Linda, Jiní e Rosalina - e aquelas que se relacionam a Riobaldo - Otacília, Nhorinhá e Diadorim. Essa parte da análise tem o objetivo de esclarecer que papéis tais personagens femininas desempenham na busca dos protagonistas e demonstrar que existem similaridades entre a trajetória de Lélio e de Riobaldo. / Abstract: This paper presents "A estória de Lélio e Lina" by Guimarães Rosa analysis, focusing on the observation of the relation between female characters of this narrative and those of Grande Sertão: Veredas. The narrative structure analysis is centered on elements that relate it to the lyrical novel definition, proposed by Jean-Yves Tadié. It is noticed that poetry and myth have great importance to the author's arthistic composition: the space - Pinhém's farm - is, indeed, a magical mythical space, bringing back the paradise lost archetype; narrative time is circular, suggesting a non-time or primordial time idea, of origin of things; the narrator, despite of being an exterior narrator, follows the protagonist's vision, assuming lyrical-self characteristics. Also, it is made a comparison between each one of the female characters associated to Lélio - Sinhá Linda, Jiní and Rosalina - and each one of those associated to Riobaldo - Otacília, Nhorinhá and Diadorim. This analysis intends to elucify which part those female characters play in the protagonists' quest, exposing similarities between Lélio's and Riobaldo's path. / Doutor

Background: This research explored regulation and professionalism with respect to the current state of professional practice for hospital pharmacy technicians. Since July 2011 pharmacy technicians must register with the General Pharmaceutical Council in order to practise. An acknowledged benefit of registration is professional recognition; however there is a lack of published research about pharmacy technicians’ professionalism with no study found that offers a holistic exploration post mandatory registration. Method: This study utilised a broad discourse analytic approach to examine how pharmacy practitioners talk about the pharmacy technician role, regulation and professionalism, being sensitive to the content of these accounts but also the ways in which they are constructed and the varying rhetorical effects and power. The sociology of the professions provided the theoretical background for this study to examine the notion of professionalism in modern healthcare and whether or not pharmacy technicians are enabled to undertake the professional practice for which they are now accountable. Data were gathered through interviews with pharmacy technicians, pharmacists and Directors of Pharmacy, which were digitally recorded and transcribed prior to discourse analysis. Findings: The findings illuminate gaps in the professional socialisation of pharmacy technicians related to 1) Policy: a lack of appropriate conditions and opportunities for pharmacy technicians to demonstrate professional practice and contribute to current policy implementation, 2) Practice: pharmacy technicians do not have the supportive infrastructure to enable their own professional practice or carry out research, and 3) Education and Training: current qualifications are traditionalistic and not fit for purpose. Discussion: Recommendations are made in relation to these three concerns, including: development of pharmacy technician practice to take responsibility for the supply chain of medicines; review organisational structures, roles and discourses to enable this clear division of labour; the Association of Pharmacy Technicians UK promotes the development of a ‘Scope of Professional Practice for Pharmacy Technicians’ to support practice development and clarify accountabilities, and improves promotion of pharmacy technician research activity; and finally, review the content and level of pharmacy technician pre- and post-registration qualifications to address identified gaps and to support a structured career pathway. Findings from this study have already been transferred into practice in terms of: development of national recruitment guidance; establishment of a ‘Professionalism Programme’ for all local pharmacy staff; development of terms of reference for a local pharmacy technician professional forum to enable professional development and leadership; and, the initiation of discussions to develop a national pharmacy technician professional forum in Scotland.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-08-24T18:15:47Z No. of bitstreams: 2 marinalva_francisca_gomes.pdf: 692616 bytes, checksum: 2d8f30e19192578991626f4eab40f119 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-24T18:15:47Z (GMT). No. of bitstreams: 2 marinalva_francisca_gomes.pdf: 692616 bytes, checksum: 2d8f30e19192578991626f4eab40f119 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-28 / The general objective of this dissertation is to analyze the heterodiscursivity in the novel "Emissários do Diabo" (Emissaries of the Devil) by Gilvan Lemos. The choice of theme originated in the Portuguese Language Curriculum Parameters of Pernambuco (2012), which guide the achievement of literary readings involving contemporary works and authors from Pernambuco and in the observation that we do not find many studies about the works of this writer. We use as a theoretical basis the contributions of the dialogical theory of language, especially the reflections of Bakhtin (2002; 2013; 2015) and Volóchinov (1930; 1976; 2017). For an understanding of the commandos of the colonels and the behavior of these individuals in the rural context of the Northeast, addressed in the novel, we seek support in Leal (1987). From the methodological point of view, we did the exploratory and investigative re-reading of the work, guided by the specific objectives listed, selecting the fragments of the narrator and the characters Camilo and Major Germano, in order to understand which social types and points of view are represented artistically in the voices of these characters. In the analysis, it was verified that in "Emissários do Diabo" (Emissaries of the Devil), the voices of the characters are represented in direct, indirect and free indirect discourse, having a preference for the last two when referring to the character Camilo, possibly as a narrator's way of sympathizing with the resistance to the oppressive power of his uncle, Major Germano. And by direct speech to represent the speech of the latter, a literate and powerful man in the context of the temporal space of the work. The analysis made it possible to perceive that the choice of these forms of enunciation provides a reflection on these two social types, their thoughts and feelings, as well as the ethical and moral values of the two social classes represented. We believe that the study of voices, in the light of Bakhtin's theory, contributes to the study of this writer's work, since there seems to be no specific research on heterodiscursivity in "Emissários do Diabo" (Emissaries of the Devil). / O objetivo geral desta dissertação é analisar a heterodiscursividade no romance “Emissários do Diabo” de Gilvan Lemos. Em decorrência desse objetivo geral, delineamos os seguintes objetivos específicos: identificar na voz do narrador contornos que evidenciam o discurso de outrem; verificar quais tipos sociais e pontos de vista são representados nas vozes dos personagens Camilo e Major Germano. A opção pelo tema teve origem nos Parâmetros Curriculares de Língua Portuguesa de Pernambuco (2012), que orientam a realização de leituras literárias envolvendo obras e autores pernambucanos contemporâneos e na observação de que não encontramos muitos estudos acerca das obras desse escritor. Usamos como aporte teórico as contribuições da teoria dialógica da linguagem, especialmente, as reflexões de Bakhtin (2002, 2013, 2015) e VOLÓCHINOV (1930, 1976, 2017). Para compreensão do mandonismo dos coronéis e o comportamento desses no contexto rural do Nordeste, abordado no romance, nos orientamos por Leal (1987). Do ponto de vista metodológico, fizemos a releitura exploratória e investigativa da obra, orientando-nos pelos objetivos elencados, selecionando os fragmentos do narrador e dos personagens Camilo e major Germano, a fim de compreender quais tipos sociais e pontos de vista são representados artisticamente nas vozes desses personagens. Na análise verificou-se que em “Emissários do Diabo”, as vozes das personagens são representadas em discurso direto, indireto e indireto livre, havendo uma preferência pelos dois últimos quando se refere ao personagem Camilo, possivelmente como forma de o narrador se solidarizar com a resistência deste ao poder opressor do seu tio, o major Germano. E pelo discurso direto para representar as falas deste último, um homem letrado e poderoso no contexto espaço-temporal da obra. Percebemos ainda que a escolha dessas formas de enunciação propicia uma reflexão sobre esses dois tipos sociais, seus pensamentos, sentimentos, valores éticos e morais. Acreditamos que o estudo das vozes, à luz da teoria bakhtiniana, traz contribuições para o estudo da obra desse escritor, tendo em vista que parece não haver pesquisas específicas sobre a heterodiscursividade em “Emissários do Diabo”.

The "internal enemy" was a formal term heavily represented in the language of the State Security (a secret service of the Czechoslovak Republic and Czechoslovak Socialist Republic), denoting a specified category of opponents to the then regime. The State Security's task was to protect the socialist and social system by fighting the external and internal enemies, with the security forces having been the authorities deciding who met the criteria. The thesis entitled "The Internal Enemy Image in the Discourse of Security Forces" aims to find out how the discourse of the State Security defined the term "internal enemy". The thesis is divided into the theoretical and empirical parts. The empirical part applies the qualitative analysis of the discourse to search for the characteristic of the term "internal enemy". All of the texts analysed in the thesis come from the Security Services Archive, administering relevant files of the era, and date back to the 1950s-1980s.

Russia’s full-scale invasion of Ukraine, which started on February 24, 2022, has marked a turning point in Russian-Western relations. While liberal democratic societies’ unanimous condemnation of that invasion was followed by unprecedented sanctions and a rupture of diplomatic and economic relations with Russia, some Western social and political actors supported, to some extent, the Russian rhetoric regarding the invasion of Ukraine. Consequentially, this paper not only reveals that Russian state discourses aimed to justify the invasion, it also identifies the selective dissemination of Russian state discourses by the AfD in Germany. Moreover, it compares the antagonistic discursive dynamics in the authoritarian pseudo-civil sphere and the similar discourses of the radical right in the democratic civil sphere, and examine their reception in Russia and Germany. Drawing on Multilayered Narrative Analysis, which relies on a combination of cultural sociological Civil Sphere Theory (CST) and mnemonic figurations developed in the historical sociology of Bernhard Giesen, this paper first describes the Russian state discourses intended to sacralize the Russian invasion of Ukraine. It then examines to what extent the populist radical right disseminated these in Germany, before analyzing and comparing the symbolic influence of such discourses in the Russian pseudo-civil and German civil spheres.

No description available.

Esta investigação linguística tem como objeto de estudo as concepções de linguagem e ensino dos professores das séries iniciais do Ensino Fundamental, em exercício nas Redes Públicas de Ensino, protagonistas do Programa de Graduação Plena em Pedagogia. Este programa tinha como objetivo atender ao disposto na Lei de Diretrizes e Bases da Educação Nacional-LDB 9.394/96, com a finalidade de melhorar os índices da Educação Básica, qualificando o fazer docente, fundamentado na relação teoria-prática. Diante desse fenômeno, nos voltamos para levantar a hipótese: que concepções de linguagem subsidiam as reflexões dos sujeitos ao narrarem as suas experiências teórico-práticas no Memorial? Tomamos como referencial a Linguagem apoiada nas contribuições de teóricos e autores que discutem o Ensino da Língua Materna, circunstanciado pelas concepções de linguagem que embasam a prática do professor dessa área do conhecimento. Optamos fazer um estudo teórico do Memorial para dar visibilidade a este gênero textual. A amostra se constitui de 24 memoriais selecionados, na Instituição Formadora. Para a consecução dos objetivos tomamos como principio metodológico a análise qualitativa por possibilitar a interação entre a pesquisadora, os autores e o texto. Efetuamos um corte epistemológico nos memoriais para constituir o corpus. Este foi analisado a partir de quatro categorias que constituem os eixos de ensino da Língua Portuguesa, a oralidade, a escrita, a leitura e a gramática. Os resultados dessa pesquisa confirmam que as condições de produção dos memoriais foram determinantes para responder à hipótese levantada. Assim, a concepção de linguagem predominante no discurso das narrativas é de abordagem interacionista, pela forma que autoreferenciam a reconstrução da prática de ensino da Língua Materna / This linguistic investigation aims to study the conceptions of language and teaching interiorized by teachers from the first grades of basic education acting in the public teaching networks. They are protagonists of the graduation program in plain pedagogy. The program aims to attend the determination of law, 9.394/96, that has the purpose of improving the basic education rates, qualifying the teaching activity, which is based upon the theoretical-practical relation. Facing this phenomenon, we bring again the hypothesis: what language conceptions subsidize the subject‟s reflections when they are narrating their experiences theoretical-practical? We take as a referential the language supported by theoretical contributions and authors that discuss the teaching of maternal language, circumstanced by the language conceptions that base the practice of teachers in this area of the knowledge. We also chose to accomplish a theoretical sturdy of the memorial, in order to give visibility in text. The sample is made of 24 selected memorials, which build the corpus. It was analyzed through four categories that constitute the fundamental activities of Portuguese language teaching orality, writing, reading and grammar. The results of the research confirm that the conditions of the memorials production were decisive in order to answer the raised hypothesis. Thus, the language conception inside the narrative discourses has an interactionist approach, considering the way they auto refer the reconstruction of the practice of maternal language teaching

Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-06-25Bitstream added on 2014-06-13T19:11:32Z : No. of bitstreams: 1 langhi_r_me_bauru.pdf: 2788401 bytes, checksum: 874f3546179ba4428cb241b0da4f05bf (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa identifica alguns padrões relativos às perspectivas dos professores dos anos iniciais do ensino fundamental em relação ao ensino da astronomia e analisa suas reflexões sobre uma possível inserção deste tema na formação inicial e continuada de docentes. A preocupação com o tema é justificada em função do caráter interdisciplinar da astronomia, uma vez que esta interage facilmente com praticamente todas as disciplinas, possuindo grande potencial educativo, além de se constatar empiricamente uma grande difusão de concepções de senso comum referentes aos fenômenos astronômicos. O estudo, de natureza qualitativa, é norteado por uma revisão crítica da literatura na área e a análise dos discursos de uma amostra de docentes dos anos iniciais do ensino fundamental. As enunciações desses docentes sobre temas astronômicos e suas inquietações em relação ao ensino da astronomia são interpretadas segundo os princípios e procedimentos da análise do discurso em sua linha francesa, conforme divulgado no Brasil por Orlandi (1999). Os resultados apontam para a existência de falhas na formação dos docentes em conteúdos de astronomia e, por outro lado, indicam algumas sugestões metodológicas para a prática de ensino sobre o tema. Assumindo a posição de que os conteúdos são preponderantes no desenvolvimento de competências nos estudantes e embasadas em resultados de pesquisas em educação em ciências e nas sugestões metodológicas decorrentes dos discursos dos sujeitos entrevistados, as conclusões desse estudo fornecem subísios para a elaboração de um programa de educação continuada e/ou inicial, visando uma mudança de postura na prática pedagógica dos docentes / The research identifies some relative patterns to the teachers' perspectives of the initial years of the fundamental teaching in relation to the teaching of the astronomy and it analyzes their reflections about a possible insert of this theme in the initial and continuous formation of professors. The concern with the theme is justified in function of the character interdisciplinary of the astronomy, once this interacts easily with practically all the disciplines, possessing great educational potential, besides verifying a great diffusion of conceptions of common sense referring empirically to the astronomical phenomena. The study, of qualitative nature, it is orientated by a critical revision of the literature in the area and the analysis of the discourses of a teacher' sample of the initial years of the fundamental teaching. Those teachers' enunciations about astronomical themes and your inquietudes in relation to the teaching of astronomy are interpreted according to the beginnings and procedures of the discourse's analysis in your french line, as published in Brazil by Orlandi (1999). The results appear for the existence of flaws in the teachers' formation in contents of astronomy and, on the other hand, they indicate some methodological suggestins for the teaching practice on the theme. Assuming the position that the contents are preponderant in the development of competences in the students and based in results of researches in science education and in the current methodoological suggestins of the subjects interviewees' discourses, the conclusions of that study supply subsidies for the elaboration of a program of education continued and/or initial, seeking a posture change in pedagogic practice of the teachers

My thesis looks into development into why European Union provides development assistance. My hypothesis is that it is becoming more pragmatic throughout the period 2014 to 2019. I begin my work with introduction into the topic, literature overview and presentation of the hypothesis. In the second part, I present theoretical framework of constructivism and methodology of motive analysis. Motive analysis is a method developed for studying motives via discourse. I have defined 7 motives in a coding book, which will be analysed in the speeches of EU representatives, concretely European Commission's Presidents and High Representatives / Vice-Presidents responsible for European External Action Service. In the third pat, I provide brief overview and context of EU's aid policies. In the last, analytical part, I analysed the speeches and identified each motives one by one, I have looked into development of motives throughout time and came to conclusion that most of time, all motives are prevalent behind development aid, only their occurrence and importance slightly changes, depending on internal and external factors. It can be seen thant while in 2014 the aid was slightly more tilted towards idealism, in 2019 the aid motives slightly shifted towards pragmatism.

Orientador: Roberto Nardi / Banca: Marcos César Danhoni Neves / Banca: Maria Inez Mateus Dota / Resumo: A pesquisa identifica alguns padrões relativos às perspectivas dos professores dos anos iniciais do ensino fundamental em relação ao ensino da astronomia e analisa suas reflexões sobre uma possível inserção deste tema na formação inicial e continuada de docentes. A preocupação com o tema é justificada em função do caráter interdisciplinar da astronomia, uma vez que esta interage facilmente com praticamente todas as disciplinas, possuindo grande potencial educativo, além de se constatar empiricamente uma grande difusão de concepções de senso comum referentes aos fenômenos astronômicos. O estudo, de natureza qualitativa, é norteado por uma revisão crítica da literatura na área e a análise dos discursos de uma amostra de docentes dos anos iniciais do ensino fundamental. As enunciações desses docentes sobre temas astronômicos e suas inquietações em relação ao ensino da astronomia são interpretadas segundo os princípios e procedimentos da análise do discurso em sua linha francesa, conforme divulgado no Brasil por Orlandi (1999). Os resultados apontam para a existência de falhas na formação dos docentes em conteúdos de astronomia e, por outro lado, indicam algumas sugestões metodológicas para a prática de ensino sobre o tema. Assumindo a posição de que os conteúdos são preponderantes no desenvolvimento de competências nos estudantes e embasadas em resultados de pesquisas em educação em ciências e nas sugestões metodológicas decorrentes dos discursos dos sujeitos entrevistados, as conclusões desse estudo fornecem subísios para a elaboração de um programa de educação continuada e/ou inicial, visando uma mudança de postura na prática pedagógica dos docentes / Abstract: The research identifies some relative patterns to the teachers' perspectives of the initial years of the fundamental teaching in relation to the teaching of the astronomy and it analyzes their reflections about a possible insert of this theme in the initial and continuous formation of professors. The concern with the theme is justified in function of the character interdisciplinary of the astronomy, once this interacts easily with practically all the disciplines, possessing great educational potential, besides verifying a great diffusion of conceptions of common sense referring empirically to the astronomical phenomena. The study, of qualitative nature, it is orientated by a critical revision of the literature in the area and the analysis of the discourses of a teacher' sample of the initial years of the fundamental teaching. Those teachers' enunciations about astronomical themes and your inquietudes in relation to the teaching of astronomy are interpreted according to the beginnings and procedures of the discourse's analysis in your french line, as published in Brazil by Orlandi (1999). The results appear for the existence of flaws in the teachers' formation in contents of astronomy and, on the other hand, they indicate some methodological suggestins for the teaching practice on the theme. Assuming the position that the contents are preponderant in the development of competences in the students and based in results of researches in science education and in the current methodoological suggestins of the subjects interviewees' discourses, the conclusions of that study supply subsidies for the elaboration of a program of education continued and/or initial, seeking a posture change in pedagogic practice of the teachers / Mestre