範域 (Extent)這個論旨角色在漢語中是個常見卻鮮少被研究的論旨角色 (Halliday, 1964; Teng, 1975; Dowty, 1991; Huang, 1993; Her, 2009)，本研究旨在探討漢語中的範域論旨角色並且為以客體(Theme)，感受者(Experiencer)，以及範域(Extent)三個論旨角色為論元的句子提出合理的解釋，例如 “一本書寫了他三年”此類句子。 本篇論文的第一部份探討漢語中的數量詞(number expression)以及時間詞(duration)並且指出在漢語中他們經常被指派為範域論旨角色(Extent)。接著探討 “一本書寫了他三年”此類句子，並且提出活動動詞(activity verb)以及達成動詞(accomplishment verb)會模仿心理動詞(psych verb)因此產生此類句型，也就是客體(Theme)在主詞位置，而感受者(Experiencer)以及範域(Extent)為受詞。由於動詞 ‘寫’模仿了心理動詞，而且此類句型著重在受詞受到動詞的影響，因此原本的主事者(Agent) ‘他’成為主事者和感受者的複合角色(composite role)，但是只有感受者參與詞彙照映(lexical mapping)。論文最後一部份為“一本書寫了他三年”此類句子進行詞彙照映(lexical mapping)，本篇論文參照Zaenen (1993)的混合解釋方法(mixed account)以及Her (1999, 2003, 2007)的統一映照理論(unified mapping principle)成功的解釋了此類句子的論元體現(argument realization) 。 / Extent (Dowty, 1991; Her, 2009) is also referred to as Range (Halliday, 1964; Teng, 1975) or Domain (Huang 1993). It is a less studied yet commonly seen thematic role in Mandarin Chinese. This thesis aims to investigate the thematic role Extent in Mandarin Chinese, and to propose an explanation for the sentence where the verb has three arguments as Theme, Experiencer and Extent, such as yi4ben3 shu1 xie3le5 ta1 san1 nian2 ‘It took him three years to write a book’. In the first part, this thesis explores the thematic role Extent in Mandarin Chinese, and it is proposed that number expression and duration be considered as Extent. Then, the sentences having three arguments such as in the sentence yi4ben3 shu1 xie3le5 ta1 san1 nian2 ‘It took him three years to write a book’ are investigated. It is proposed that activity verb and accomplishment verb model the syntactic behavior of psych verb so that they can have Theme in the subject position and Experiencer and Extent as two complements. Since the activity verb xie3 ‘write’ models the psych verb and the sentence structure focuses on the [affected] feature of the object, the Agent ta1 ‘he’ becomes a composite role of Agent and Experiencer, but only the Experiencer can participate in the lexical mapping. In the last part of the thesis, the lexical mapping of the sentence yi4ben3 shu1 xie3le5 ta1 san1 nian2 ‘It took him three years to write a book’ is demonstrated. This thesis adopts Zaenen’s (1993) mixed account and Her’s (1999, 2003, 2007) unified mapping principle (UMP) to successfully account for the argument realization of the sentence.

電視新聞置入性行銷雖是新興現象，但在新聞界蔓延已成為普遍現象，成為影響新聞產製的重要力量。電視新聞置入性行銷，以較為迂迴、精心設計，與新聞內容融合一體，使消費者難以區辨到底是新聞，還是為商品廣告的行銷訊息。國內目前研究，多是探討此種行銷方式，對新聞專業與新聞工作者的影響，尚未見對閱聽人接收與影響面向的研究。是故，本研究欲探究閱聽人對於產品置入性新聞之接收評價，在溝通效果中扮演的角色。 本研究以實驗法進行，採取三因子實驗設計，為2(置入型態：顯性/隱性)*2(論點品質：強論點/弱論點)*2(產品涉入度：高涉入/低涉入)*2=8個產品置入策略組合，為避免受試者觀看不同產品的效果差異，故讓每位受試者觀看分別看高低二種產品涉入度的實驗影片，形成4個實驗組別，共邀集185位受測者參與，回收有效問卷164份，有效回收率為88.65%。　 研究結果發現，「產品置入型態」對置入性新聞溝通效果未有顯著影響。「訊息論點品質」是影響產品置入性新聞的關鍵因素，對產品置入性新聞之溝通效果影響最為顯著；採取強論點訊息，能引發閱聽人較正向的接收評價，不論是訊息接受度、可信度與資訊性皆有較佳的評價，進而影響消費者對品牌的態度，對訊息的記憶程度亦有相對較佳的表現。閱聽人對「置入性行銷的既存態度」影響閱聽人接收不同論點品質的溝通效果：即置入性行銷持以高既存態度者，暴露於強論點品質之產品置入性新聞，比暴露於弱論點品質時產生更多支持性的想法、較高的記憶效果與較佳的訊息態度。 / Although being an emerging phenomenon, the product placement on TV News has spread into an universal phenomenon in the News circles, and become an important force influencing News production. With relatively roundabout and meticulous design, the Product Placement on TV News is well integrated with the News content, making consumers difficult to distinguish it from News and Marketing message of product. Present domestic researches are mainly investigating the impact of such marketing method on journalism and the News workers, but still haven’t focused on the reception and the influence of the audience. Therefore, this study is to investigate the audience’s reception comments on the Product Placemen on TV News and their roles in communication effect. This study adopts the experimentation of three-factor experimental design, which are 2 Placement Types (prominent/subtle) *2 Argument Qualities (strong /weak) *2 Product involvements (High /Low). A total of 185 participants were invited and all of them were randomized to watch the experimental films, and required to fill out the questionnaires after watching. A total of 164 effective questionnaires were returned, with a valid return rate of 88.65%. The results of this study show that the “Type of PPL” has no significant impact on the communication effect of the Product Placement on TV News. The “Message Argument Quality” is the key factor influencing the Product Placement on TV News. Using strong argument messages can trigger the audience’s relatively positive reception comments in message acceptability, News credibility and message informativeness and then impact the consumers’ attitudes towards brands. Also, it has relatively better performance on the recall degree towards messages.The audience’s existing attitudes towards the Placement Marketing impact their communication effects in receiving different argument qualities. The Placement Marketing with high existing attitudes will produce more supportive thoughts, higher recall effect and better message attitude when exposed in Product Placement on TV News of strong argument quality than that exposed in product placement news of weak argument quality.

本論文旨在描述並嘗試以優選詞彙功能語法理論(OT-LMT)處理雅美語的論旨角色與語法功能的連結。雅美語的論旨角色與語法功能連結呈現出作格語言的特性，以致跟中文或英文有很大的差別。並且雅美語的連結又受到了焦點系統的影響，所以更加的複雜。現存的連結理論無論是以變換語法理論為基礎或以詞彙語法為基礎的，似乎都無法很直接簡潔的描述雅美語。本論文嘗試架構一個以優選理論為基礎的新連結模型，並且除了將之使用在雅美語上之外，也同時以這個新的模型來處理中文和英文中的連結。由於優選理論具有彈性的特性，這三種語言不同的連結模式，都可以被包含在這個新的模型當中。 / This thesis studies the problem of argument-function linking in Yami and makes the fundamental claim that linking in Yami shows an ergative pattern, quite different from that in accusative languages, such as Mandarin and English. The linking phenomenon in Yami is complicated by its special voice system. Existing linking theories do not account for Yami straightforwardly. In trying to find a framework that can handle the Yami data, we find the flexibility of Optimality Theory a promising solution. The first part of this thesis is a description of the argument-function linking pattern in Yami and the proper place of the voice system is also discussed. And then we review several grammatical theories on linking. Both transformation-based theories and lexicalist theories are examined. We will demonstrate how these theories fail to account for linking in Yami in a straightforward manner. Thus we provide an optimality-theoretic account based on the lexical mapping theory of Lexical-Functional Grammar. This newly developed framework is applied not only to the Yami data but also to the relevant Mandarin and English data. It is claimed that this framework can accommodate all three different languages.

This thesis explores reasons and disagreement in ethics, and their connection to personal identity. I begin by arguing that reasons are open; what gives them direction is how they feature in my life and weigh with me. Of course, this does not tell us what reasons are available to a person when they act. In this connection I argue against Bernard Williams’ internal reasons thesis, showing that there are occasions when we will want to say someone has a reason to act even though they are unable to see it. Continuing with Williams, I explore moral necessity, drawing also on the works of Winch, Rhees and Cordner, arguing that Williams too readily conflates psychological with ethical limits. In particular, the possibility of recanting what we took to be necessary should inform our view of moral necessity, since it can show that I had misconstrued the nature of the limits I took myself to have reached. Following this use of recantation, I explore narrative in detail, arguing that my narrative is partly constitutive of who I am. My agency is therefore interpretive. This has ramifications for thinkers such as Christine Korsgaard and Jonathan Dancy, whose work I explore in two excursuses. In different ways, both fail to appreciate the significance of our interpretive identities.

The topic of this diploma thesis is Italian causative constructions fare + infinitive. The work is divided into two parts. In the first, theoretical, part the author defines Italian causative constructions then he describes their syntactic and semantic properties. After that the author turns his focus to Czech causative constructions which are followed by the second, practical, part of the work. In that part the author works with itWaC, an Italian web corpus, on the basis of which he makes a list of verbs that enter into causative constructions. Thereafter, the author proposes translations of the most frequent constructions and in case of more possible translations of the same one, he tries to theoretically explain such a situation.

The Philosophers such as ibn-Sina had maintained that time and space were co-eternal with Allah, emanating by necessity from His Attributes, and not being the results of a deliberate act of creation. This must be the case, for otherwise nothing would have been present to induce Him to create the world after a period of non-existence. Al-Ghazali's refutation of this is that Allah had decreed in pre-eternity that the world would materialize at a future, predetermined date, selecting an instance for its birth from a myriad like-instances by exercising His Free Will and manifesting therewith a cause with a delayed effect. The Philosophers' explanation of local phenomena as resulting from the perpetual motion of the spheres is flawed, since perpetual celestial motions would result in perpetual, not transient phenomena. Time, the measure of motion, does not extend beyond the physical realm. Time, and hence motion, is finite. / Religious Studies and Arabic / M.A. (Ancient Languages & Cultures)

Text in Afrikaans, abstract in Afrikaans and English / Die regsposisie van die deelgenote tot 'n de facto huwelik word krities ondersoek met inagneming van die huidige Suid-Afrikaanse regsposisie, oorsigtelike regsvergelyking, die morele argument, en die invloed van die Grondwet van Suid-Afrika. Die verskillende vorme van de facto huwelike in sy bree interpretasie word in oenskou geneem en die volgende verbindings word bespreek: saamwoonverhoudings; inheemsregtelike huwelike; huwelike voortspruitend uit godsdienstige tradisies; en homoseksuele huwelike. Dit word gevind dat die Suid-Afrikaanse regsposisie tans baie onbevredigend is. Sekere voorstelle vir wysigings word aan die hand gedoen, en daar word gewys op die unieke kenmerke van die Suid-Afrikaanse situasie wat in ag geneem moet word in die vorming van 'n nuwe benadering. Dit word bepleit dat die regslui die uitdaging moet aangryp en met innoverende denke 'n nuwe bestel vir die Suid-Afrikaanse reg moet skep wat buigbaar en soepel is, maar terselfdertyd regsekerheid bevorder. / The legal status of the parties to a de facto marriage is investigated, taking into consideration the present South African position, legal comparison, the moral argument, and the influence of the Constitution of South Africa. The different forms of the de facto marriage in its wide interpretation are reviewed and the following relationships are discussed: cohabitation relationships; customary marriages; marriages resulting from religious traditions; and homosexual relationships. It is found that the present South African legal position is very unsatisfactory. Several suggestions for amendments are made, and the unique characteristics of the South African situation to be taken into consideration in forming a new approach, are highlighted. It is pleaded that the legal profession accept the challenge to create, with innovation, a new system for South African law which will be flexible, but, will at the same time ensure certainty in law. / Private Law / LL. M.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-06T14:43:30Z No. of bitstreams: 1 arquivototal.pdf: 1912842 bytes, checksum: dbfd74608eda29f9015d9d5015514d75 (MD5) / Made available in DSpace on 2016-01-06T14:43:30Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1912842 bytes, checksum: dbfd74608eda29f9015d9d5015514d75 (MD5) Previous issue date: 2015-08-14 / There are countless social situations in which subjects must take a placement, issue an opinion, present justifications to legitimize the thesis and/or refute contrary opinions. That is, in social life, often, we are called to discursive practice the argumentation, which can be defined as a social activity of fundamentally dialogical nature. The argument writing plays crucial role in the integration of young people in social communicative practices developed by today's society. Given this role, the research that led to this thesis aimed to analyze argumentative essays produced by graduating high school students, checking what are the structural and discursive character of resources that draw students to write the dissertative-argumentative text. The hypothesis that guided the research was that students can build argumentative texts, mobilizing various structural and discursive resources. However, despite this, the produced argumentative essays must overcome certain limitations of the argumentative employed standard, which lacks more sophisticated strategies. Based on this hypothesis, we have set as a general objective to analyze the construction of argumentation in written texts produced by thirty (30) graduating high school students, checking what are the structural and discursive character of resources that draw them to sustain their point of view. As a theoretical basis, we make use of the work of Anscombre and Ducrot (1994), Aristotle (sd), Bakhtin (1988, 1997, 2002), Bunzen (2006), Ducrot (1990, 2009), Marcuschi (1983, 1986, 2002 , 2008), Platin (2005), Perelman and Olbrechts-Tyteca (2005), Reinaldo (2001), Toulmin (2006), Van Dijk (1989, 2010), among other authors. As can be seen by the authors mentioned above, we do not restricted ourselves to a theoretical approach, given the complex nature of our object of analysis. The focus of the analysis was predominantly qualitative. The results we have come to confirms our hypothesis. With regard to the fact that most of the volunteer students can build argumentative texts, mobilizing various structural and discursive resources, it is clear that this is due to: the titles, mostly, of a kind suggestive and mostly argumentative; the appropriate division of paragraphs; the presence of different text blocks (introduction, development and conclusion), even in texts that were not properly divided into paragraphs; the presence of a thesis to be defended. In what concerns the limitations to overcome, we find these are linked to the organization of arguments, since most volunteers build arguments with minimum standard (data, justificative and conclusion), taking us call to mind the low occurrence use of backup and refutation in the arguments. This latter finding is consistent with the findings in relation to the critical positioning, which is discursively constructed by means of the verb-axiological position that is assumed in front of heteroglossia. The subject takes a point of view, as it performs two major dialogical evaluative movements: assimilation and taking distance of other people's speech. The analyzed corpus, In dominated the assimilation of other people's speeches, the main strategy incorporating voices without the delimitation of unrelated sayings. The authors that incorporate others voice turn it into his own voice, because of its critical positioning. We found that the greater the distance, the more explicit becomes the responsibility of the enunciated, and the greater assimilation the less clear becomes the boundaries between speech of the enunciator subject and another's speech / Il existe d'innombrables situations sociales dans lesquelles les sujets doivent prendre un placement, émettre un avis, présenter des justifications qui légitiment la thèse défendue et/ou réfuter les opinions contraires. C’est-à-dire, dans la vie sociale, souvent, nous sommes appelés à la pratique discursive de l'argumentation, qui peut être définie comme une activité sociale fondamentalement de nature dialogique. L'argumentation écrite joue un rôle crucial dans l'intégration des jeunes dans les pratiques sócio-comunicatives développées par la société d'aujourd'hui. Étant donné que, la recherche qui a conduit à cette thèse vise à analyser dissertations argumentatifs produits par les étudiants de la fin du lycée, en vérifiant ceux qui sont les recours de caractère structurel et discursif qui attirent les étudiants à écrire le texte dissertatif-argumentatif. L'hypothèse qui a guidé la recherche était que les étudiants peuvent construire des textes argumentatifs, mobiliser diverses ressources structurelles et discursives. Cependant, malgré cela, les dissertations argumentatives produits doivent surmonter certaines limitations provenants de la norme argumentative employée, qui manque de stratégies plus sophistiquées. Basé sur cette hypothèse, nous avons fixé comme objectif général d'analyser la construction de l'argumentation dans les textes produits par les trente (30) étudiants de la fin du lycée, en vérifiant ceux qui sont les recours de caractère structurel et discursif qui attirent les étudiants à soutenir la défense d’un point de vue. Comme une base théorique, nous nous soutenons sur l'oeuvre de Anscombre et Ducrot (1994), Aristote (s.d.), Bakhtine (1988, 1997, 2002), Bunzen (2006), Ducrot (1990, 2009), Marcuschi (1983, 1986, 2002 , 2008), Platin (2005), Perelman et Olbrechts-Tyteca (2005), Reinaldo (2001), Toulmin (2006), Van Dijk (1989, 2010), entre autres auteurs. Comme on peut le voir par les auteurs mentionnés cidessus, nous ne nous limitons pas à une approche théorique, étant donné la nature complexe de l'objet de notre analyse. L'objectif de l'analyse était essentiellement qualitative. Les résultats que nous avons obtenus, ils ont confirmé notre hypothèse. En ce qui concerne le fait que la plupart des étudiants volontaires réussissent à élaborer des textes argumentatifs, en mobilisant diverses ressources structurelles et discursives, il est clair que cela est dû : aux titres, pour la plupart, d'un genre suggestif et correctement argumentatif; la division appropriée des paragraphes; la présence de différents blocs de texte (introduction, développement et conclusion), même dans les textes qui n’ont pas été correctement répartis en paragraphes; la présence d'une thèse à défendre. En ce qui concerne les limitations à surmonter, nous trouvons qui ceux-ci sont liés à l'organisation d'arguments, puisque la plupart des volontaires construisent des arguments avec la norme minimale (étant donné la justification et la conclusion), en faisant attention à l'esprit de la faible occurrence de soutien et de réfutation aux arguments. Cette dernière constatation est conforme aux conclusions relatives à la position critique, qui est discursivement construit à partir de la position du verbeaxiologique qui est supposé devant hétéroglossie. Le sujet prend un point de vue, car il effectue deux grands mouvements d'évaluation dialogique: assimilation et d’éloignement de la parole des autres. Dans le corpus analysé, il a dominé l'assimilation des discours d'autres personnes, en ayant comme principale stratégie d’intégration des voix sans la délimitation des énonciations non apparentées. Les auteurs, qui en prenant ce discours de l’autre, les transforment en sa propre voix. Nous avons constaté que, plus il y a l’éloignement, plus explicité devient la responsabilité de ce qui parle, et plus grande l’assimilation devient, moins clair sont les frontières entre le discours du sujet qui porte la parole et le discours d’autre. / São inúmeras as situações sociais em que os sujeitos precisam assumir um posicionamento, emitir uma opinião, apresentar justificativas que legitimem a tese defendida e/ou refutar opiniões contrárias. Ou seja, na vida social, frequentemente, somos convocados à prática discursiva da argumentação, que pode ser definida como uma atividade social de natureza fundamentalmente dialógica. A argumentação escrita exerce papel crucial para a inserção dos jovens nas práticas sociocomunicativas desenvolvidas pela sociedade atual. Considerando esse papel, a pesquisa que gerou esta tese se propôs a analisar dissertações argumentativas produzidas por estudantes concluintes do Ensino Médio, averiguando quais são os recursos de caráter estrutural e discursivo de que se valem os alunos para redigir o texto dissertativo-argumentativo. A hipótese que norteou a pesquisa foi a de que os estudantes conseguem construir textos argumentativos, mobilizando variados recursos estruturais e discursivos. No entanto, apesar disso, as dissertações argumentativas produzidas precisam superar certas limitações decorrentes do padrão argumentativo empregado, que carece de estratégias mais sofisticadas. Com base nessa hipótese, estabelecemos, como objetivo geral, analisar a construção da argumentação em textos escritos produzidos por 30 (trinta) estudantes concluintes do Ensino Médio, averiguando quais são os recursos de caráter estrutural e discursivo de que se valem os alunos para sustentar a defesa de um ponto de vista. Como base teórica, valemo-nos dos trabalhos de Anscombre e Ducrot (1994), Aristóteles (s.d.), Bakhtin (1988, 1997, 2002), Bunzen (2006), Ducrot (1990, 2009), Marcuschi (1983, 1986, 2002, 2008), Platin (2005), Perelman e Olbrechts-Tyteca (2005), Reinaldo (2001), Toulmin (2006), Van Dijk (1989, 2010), entre outros autores. Como é possível constatar pelos autores anteriormente citados, não nos restringimos a um enfoque teórico, dada a natureza complexa do nosso objeto de análise. O enfoque da análise foi predominantemente qualitativo. Os resultados a que chegamos confirmam nossa hipótese. No que diz respeito ao fato de a maioria dos estudantes voluntários conseguirem construir textos argumentativos, mobilizando variados recursos estruturais e discursivos, percebe-se que isso se deve aos seguintes aspectos: os títulos, em sua maioria, dos tipos sugestivos e propriamente argumentativos; a adequada divisão dos parágrafos; a presença de distintos blocos textuais (introdução, desenvolvimento e conclusão), mesmo nos textos que não foram corretamente divididos em parágrafos; a presença de uma tese a ser defendida. Já no que diz respeito às limitações a serem superadas, verificamos que estas estão ligadas à organização dos argumentos, uma vez que a maioria dos voluntários constrói os argumentos com padrão mínimo (dado, justificativa e conclusão), tendo-nos chamado à atenção a baixa ocorrência de uso de apoio e de refutação nos argumentos. Essa última constatação se coaduna com os achados em relação ao posicionamento crítico, que é discursivamente construído por meio da posição verbo-axiológica que se assume frente à heteroglossia. O sujeito assume um ponto de vista, à medida que realiza dois grandes movimentos dialógico-valorativos: a assimilação e o afastamento do discurso alheio. No corpus analisado, predominou a assimilação de discursos de outrem, tendo como principal estratégia a incorporação de vozes, sem a delimitação de dizeres alheios. Os autores que incorporam o dizer alheio o transformam em sua própria voz, em função de seu posicionamento crítico. Constatamos que, quanto maior o afastamento, mais explícita se torna a responsabilidade de quem enunciou, e quanto maior a assimilação, menos nítidas se tornam as fronteiras entre o discurso do sujeito enunciador e o discurso de outrem.

Made available in DSpace on 2015-03-26T13:44:35Z (GMT). No. of bitstreams: 1 texto completo.pdf: 1403479 bytes, checksum: e1ee441aa1f4cdcc6d638bbd191517b3 (MD5) Previous issue date: 2014-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The intention of this paper was to analyze how the ethos, pathos and logos were used in the religious discourse of Minister Sarah Sheeva, whose intention was to seek new members to her community and to keep those who are already part of it. With this objective in mind, our corpus is composed by 6 Sentimental Counseling published by the Minister on Youtube. After the corpus transcription this paper describes the discursive organization and interprets the data based on the theoretical framework related to the study of argumentation based on the tripod logos, ethos and pathos, and in studies of genres. In this analysis, Amossy (2011), Charaudeau (2007, 2010, 2011), Perelman (1996), Maingueneau (2011) were used, among other authors. Through logos analysis we noticed that Sarah Sheeva uses many logical arguments in her discourse construction. Regarding the dimension of ethos in Counseling, it was found that the main ethos related to the image of Sarah Sheeva were of virtue, solidarity and credibility and that ethos related to the image of the Minister are built not only on her speech , but also on her way of dressing and behaving. Concerning the analysis of pathos, Sarah Sheeva‟s argumentation is built not only from logic, but also on the emotional, as she tries to articulate emotion and reason with the primary purpose of counseling, which would be maintaining people that already follow her and capture the faithful ones who have not yet shared her precepts. Finally, by analyzing the imaginary socio-discursive on women, we find that in Sarah Sheeva‟s speech there is a traditional point of view that condemns female liberty, which women have conquered over the years. / Pretendeu-se, através deste trabalho, analisar como o ethos, o pathos e o logos foram utilizados no discurso religioso da pastora Sarah Sheeva, tendo em vista sua intenção de buscar a adesão de novos fiéis e de manter os que já fazem parte da comunidade religiosa. Com esse objetivo, nosso corpus se constitui de 6 Aconselhamentos Sentimentais publicados pela pastora no Youtube. Na sequência, optamos por, após a transcrição, descrever a organização discursiva e interpretar os dados com base no arcabouço teórico referente aos estudos da argumentação, baseados no tripé logos, ethos e pathos; e também nos estudos sobre gêneros. Utilizamos, na análise, Amossy (2011), Charaudeau (2007, 2010, 2011), Perelman (1996), Maingueneau (2011), entre outros autores. Através da análise do logos, percebemos que Sarah Sheeva utiliza diversos argumentos lógicos na construção do seu discurso. No que se refere à dimensão do ethos nos Aconselhamentos, constatamos que os principais ethos relacionados à imagem de Sarah Sheeva foram o de virtude, solidariedade e credibilidade e que os ethos relacionados à imagem da pastora são construídos não só pelo seu discurso, mas também pela sua forma de se vestir e de se comportar. Concernente à análise do pathos, temos que a argumentação de Sarah Sheeva é construída não só a partir de uma lógica, mas também pautada no emocional, e que ela intenta articular a razão e a emoção com a principal finalidade dos aconselhamentos, que seria manter os sujeitos que já a seguem e captar os fiéis que ainda não compartilham dos seus preceitos. Por fim, através da análise dos imaginários sociodiscursivos sobre a mulher, constatamos que há no discurso de Sarah Sheeva a reprodução de um ponto de vista tradicional que condena a liberdade feminina, duramente conquistada ao longo dos anos.

Submitted by ALINE ESCOBAR null (alineescobar201@gmail.com) on 2018-03-23T12:55:05Z No. of bitstreams: 1 TESE-PARA-IMPRESSÃO.pdf: 5429311 bytes, checksum: 46ec02b66b16e1dab15ede3597580b99 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-26T13:55:58Z (GMT) No. of bitstreams: 1 ribeiro_aem_dr_mar.pdf: 5429311 bytes, checksum: 46ec02b66b16e1dab15ede3597580b99 (MD5) / Made available in DSpace on 2018-03-26T13:55:58Z (GMT). No. of bitstreams: 1 ribeiro_aem_dr_mar.pdf: 5429311 bytes, checksum: 46ec02b66b16e1dab15ede3597580b99 (MD5) Previous issue date: 2018-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A tese ora apresentada trata da literatura infantil e do trabalho modelado como ferramenta de ensino do argumento narrativo e de desenvolvimento da imaginação nas crianças com base nas formulações da Teoria Histórico-Cultural. Segundo essa teoria, experiências educacionais ligadas à arte e às ciências se revelam primordiais na infância, uma vez que representam experiências que promovem novas elaborações e capacitam à criação. Nessa perspectiva, é possível questionar: como a literatura infantil pode motivar o processo de desenvolvimento da imaginação em crianças do primeiro ano do Ensino Fundamental. Interligada a essa, outra questão se apresenta: como o trabalho modelado pode ser utilizado com crianças do primeiro ano do Ensino Fundamental como ferramenta de ensino do argumento narrativo oportunizando experiências enriquecedoras com textos literários de modo que as crianças possam se apropriar da cultura e reelaborá-la, sendo essa reelaboração uma manifestação dos processos de desenvolvimento da imaginação? O objetivo geral foi estabelecer relações sob a ótica da Teoria Histórico-Cultural entre o processo de desenvolvimento do argumento narrativo por meio do trabalho modelado a partir da transmissão vocal (BAJARD, 2007) de contos e fábulas da literatura infantil e o desenvolvimento da imaginação em crianças de uma turma de primeiro ano do Ensino Fundamental. Os objetivos específicos, a partir do geral, se configuram como objetivos-meio. Deste ponto de vista busquei: a) compreender a manifestação criativa da imaginação e do argumento narrativo em crianças do primeiro ano do Ensino Fundamental, a partir da transmissão vocal (BAJARD, 2007) de histórias de literatura infantil; b) elaborar um conjunto de procedimentos didáticos que a um só tempo se constituísse como ferramenta de produção de dados durante o experimento formativo realizado e fosse capaz de contribuir para práticas pedagógicas com a literatura infantil conceituadas como forma de arte e fonte de cultura, com vistas ao máximo desenvolvimento da imaginação, à desmistificação de concepções que entendessem a atividade artística e a criatividade como dons destinados a poucos eleitos. A hipótese de pesquisa era a de que a partir de Contos e Fábulas ao utilizar o trabalho modelado como ferramenta de ensino do argumento narrativo houvesse uma mediação intencional entre as crianças e livros de literatura infantil e seria possível fazer avançar a formação da imaginação. Os percursos metodológicos envolveram levantamento bibliográfico em bases de dados de informações em acervos digitais (Athena, Acervus e Dedalus) e, também, pesquisa de campo, pautada na observação de situações da prática pedagógica; em eventos de experimentação formativa e em entrevista semiestruturada com as crianças, com posterior análise do material coletado a partir dos pressupostos da Teoria Histórico-Cultural. Os resultados demonstram que em relação à prática pedagógica observada as crianças tiveram acesso restrito aos livros de literatura infantil, houve didatização das obras literárias, mas, também, pode ser observada prática de mediação de leitura (BAJARD, 2007). Em relação ao Trabalho Modelado do argumento narrativo (VÉNGUER, VÉNGUER, 1993) houve: internalização do processo de composição; compreensão do argumento dos contos e das fábulas; aspectos do desenvolvimento da argumentação infantil; aspectos do desenvolvimento dos processos de criação. / The thesis presented here deals with children's literature and work modeled as a teaching tool for the narrative argument and development of the imagination in children based on the formulations of Historical-Cultural Theory. According to this theory, educational experiences linked to art and science are primordial in childhood, since they represent experiences that promote new elaborations and enable creation. From this perspective, it is possible to question: how children's literature can motivate the process of imagination development in first-year primary school children. Linked to this, another question arises: how the modeling work can be used with elementary school children as a teaching tool of the narrative argument by providing enriching experiences with literary texts so that the children can appropriate the culture and re-elaborate it, being this re-elaboration a manifestation of the processes of developing the imagination? The general objective was to establish relations from the point of view of the Historical-Cultural Theory between the process of development of the narrative argument through work modeled from the vocal transmission (BAJARD, 2007) of stories and fables of children's literature and the development of the imagination in children of a first year class of Elementary School. The specific objectives, from the general, are configured as medium-goals. From this point of view I sought: a) to understand the creative manifestation of the imagination and the narrative argument in children of the first year of elementary school, from the vocal transmission (BAJARD, 2007) of stories of children's literature; b) to elaborate a set of didactic procedures that at one time was constituted as a tool of data production during the formative experiment carried out and was able to contribute to pedagogical practices with the infantile literature conceptualized like form of art and source of culture, with views to the maximum development of the imagination, to the demystification of conceptions that understood artistic activity and creativity as gifts destined to the few elected. The hypothesis of research was that from Contos and Fábulas using the work modeled as a teaching tool of the narrative argument there was an intentional mediation between children and children's literature books and it would be possible to advance the formation of the imagination. The methodological pathways involved a bibliographic survey in databases of information in digital collections (Athena, Acervus and Dedalus) and, also, field research, based on observation of situations of pedagogical practice; in events of formative experimentation and in a semistructured interview with the children, with later analysis of the material collected from the assumptions of the Historical-Cultural Theory. The results show that in relation to the pedagogical practice observed the children had restricted access to children's literature, there was literacy literacy, but also a practice of reading mediation (BAJARD, 2007). In relation to the Modeling Work of the narrative argument (VEGNER, VENGUER, 1993) there was: internalisation of the composition process; understanding of the argument of tales and fables; aspects of the development of children's arguments; aspects of the development creation process.