Tras el análisis de las principales teorías de la argumentación contemporáneas, se desarrollan concepciones alternativas de las dimensiones lógica, dialéctica y retórica de la argumentación de cara a la elaboración de una teoría normativa capaz de integrarlas. / After the analysis of the main current theories of argumentation, I develop alternative conceptions of the logical, dialectical and rhetorical dimensions of argumentation towards the elaboration of a normative theory of argumentation able to integrate them.

<p><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi / mso-bidi-font-weight:bold">The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. </span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners&rsquo / conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).</span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The research design was primarily a case study of 16 Grade 10 learners of the Xhosa ethnic group at a high school in the Eastern Cape Province of South Africa. The Xhosa people are a typical example of a people whose cultural values were undermined and whose voice was silenced by the colonisers and whose local knowledge has been repressed and replaced by forms of Western privileged knowledge and understandings but who remain, deeply and resolutely, steeped in their cultural values and practices, making them a classic example of a people who would battle to harmonise the indigenous and the scientific explanations of natural phenomena. The research instruments used were questionnaires which were administered to learners, educators, community leaders, indigenous knowledge holders and experts to solicit information on causes, dangers and prevention of lightning / individual and group activities as learners went through the lessons on both argumentation and on lightning / follow up interviews and discussions with learners individually or in groups to seek further clarification of the ideas the learners would have raised in their earlier responses to questionnaires or group discussions / guided and reflective essays by the learners to determine the learners&rsquo / levels of understanding of the major tenets of the two thought systems and the relationship between the two worldviews and to determine the qualitative gain, if any, that the learners got from the intervention programme / observation schedules used by the researcher during participant observation of group discussions and during the lessons on lightning / an achievement test on lightning / field notes used by the researcher for memoing observations and reflections as the research process proceeded / informal and serendipitous sources of information. <span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The collected data were analysed, mostly, qualitatively. Frequencies, percentages and t-test values were used to express and analyse quantitative data. Aspects of several analytical frameworks that included Toulmin&rsquo / s Argumentation Pattern (TAP) [and its modified versions such as that of Leitao (2000) and that of Osborne et al (2004)] and Contiguity Argumentation Theory (CAT) were used to attach meaning to the collected data and to address the research questions.</span></span></p>

A relação entre o Estado brasileiro e a sociedade, especialmente quando se trata de questões tributárias, é marcada por um desgaste histórico: paga-se uma carga tributária considerada excessiva, ao passo que o retorno em benefícios sociais não é compatível ao esforço. Diante dessa realidade, a Educação Fiscal (EF) surgiu como um instrumento para renovar o voto de confiança e defende, não apenas que todos paguem os tributos, mas que o façam conscientemente e ativamente, e estabelece, para isso, um diálogo profícuo com as noções de democracia, cidadania, ética e responsabilidade social. Para os fins desta pesquisa, a EF é analisada consoante os pressupostos teóricos da Análise Crítica do Discurso (ACD), tal como compreendido por Fairclough (1989, 2001, 2003 e 2010) e Chouliaraki e Fairclough (1999) e, para aprofundar e facilitar o estudo, são utilizados também os postulados da Nova Retórica de Perelman e Olbrechts-Tyteca (2005) como um instrumento de análise complementar à ACD. O estudo está dividido em três seções de forma a abranger a teoria tridimensional do discurso: textual, discursiva e prática social. Nesse ínterim, o diálogo com a Nova Retórica serve como uma relevante ferramenta para descoberta dos discursos subjacentes ao DEF enriquecendo a reflexão das dimensões textual e discursiva. Nesse diapasão, é contemplada, na análise do discurso da Educação Fiscal (DEF), a tentativa do DEF de ensejar uma mudança social a partir de uma abordagem dos três níveis da estrutura social (GIDDENS, 2009). Neste estudo, de natureza interdisciplinar, são mostrados, de um lado, o poder de influência do DEF nessa conjuntura, e, de outro, os elementos da estrutura social que são obstáculos para que o DEF alcance a hegemonia. Dos resultados da pesquisa, destacam-se os seguintes: a possibilidade de inserção do DEF no evento maior chamado de modernidade tardia (GIDDENS, 1991 e 2002); sua conexão com o fenômeno do aprofundamento dos processos democráticos (GIDDENS, 2002); as relações de poder envolvendo os instrumentos utilizados para a propagação do DEF, como a escola e o material didático (FAIRCLOUGH, 1989 e AGAMBEN, 2005); a tentativa de remodelamento do ethos do Estado realizado pelo DEF (FAIRCLOUGH, 2003); do ponto de vista da intertextualidade e da ordem do discurso (FAIRCLOUGH, 2003), observa-se que o DEF articula diferentes discursos, desde aqueles da democracia e da cidadania até o discurso do direito tributário. Para finalizar, são explorados e discutidos os modos de operação da ideologia (THOMPSON, 2002) no corpus e a relação do DEF com a noção de hegemonia (GRAMSCI, 1999). / The relationship between the Brazilian state and society, especially when it comes to tax matters, is marked by a historical deterioration: one pays taxes considered excessive, while the return on social benefits is not compatible with the effort. Given this reality, Fiscal Education (FE) has emerged as an instrument to renew the vote of confidence on the State and defends not only that everybody should pay taxes, but that they do it consciously and actively, and it establishes a positive dialogue with the concepts of democracy, citizenship, ethics and social responsibility. For the purposes of this research, the discourse of FE (DFE) is analyzed according to the theoretical assumptions of Critical Discourse Analysis (CDA) according to Fairclough (1989, 2001, 2003 and 2010) and Chouliaraki and Fairclough (1999) and to develop and facilitate the study, the postulates of the New Rhetoric by Perelman and Olbrechts-Tyteca (2005) are used as a complementary analytical tool to CDA. The study is divided in three sections to cover the three-dimensional theory of discourse: textual, discursive and social practice. Meanwhile, the dialogue with the New Rhetoric serves as an important tool for discovering underlying discourses existing in the corpus. This enriches the discussion of textual and discursive dimensions. The analysis of the DFE suggests that it attempts to cause a social change; the analysis, of a largely interdisciplinary nature, is based on an approach to the three levels of the social structure (GIDDENS, 2009) with, on the one hand, the power of DFE to influence this juncture, and on the other hand, the elements of social structure that are obstacles for DFE to reach hegemony. One of the findings of this research is that, in this context, the DFE is integrated in the largest event called late modernity (GIDDENS, 1991 and 2002); another one is its connection with the phenomenon of the widening scope of democratic processes (GIDDENS, 2002). Further, it was observed that there are power relations involving the instruments used for the propagation of DFE, as the school and the teaching material (FAIRCLOUGH, 1989 and AGAMBEN, 2005); that there is an attempt at reshaping the ethos of the State in DFE (FAIRCLOUGH, 2003); that, in terms of intertextuality and orders of discourse, the DFE combines different discourses, ranging from that of democracy and citizenship to the discourse of tax law (FAIRCLOUGH, 2003). Finally, the modes of operation of ideology (THOMPSON, 2002) in the corpus; and the relation of DFE with the notion of hegemony (GRAMSCI, 1999) are also explored and discussed.

Den här studien undersöker hur diskussioner på ekokammare ser ut i sociala medier. Mer specifikt undersöks kommentarsfälten i två olika länkar från den sociala länkaggregatorn Reddit och underforumet /r/Politics. Undersökningen görs i syfte att se hur diskussioner tar form på Reddit för att ge en klarare bild av ekokammare som fenomen på internet. Studiens teoretiska grund ligger i teorierna om selektiv exponering och partisk assimilering, samt i en teoretisering av hur grupper formas på de sociala medierna Twitter och Reddit. Studien använder sig av både en kvantitativ innehållsanalys och en kvalitativ textanalys, vilka främst grundar sig i argumentationsanalysen. Innehållsanalysen används först för att jämföra /r/Politics användares ställningstagande till de länkar som de kommenterar på och sedan för att möjliggöra en korrelationsanalys av arguments styrka och dess användargivna poäng på Reddit. Textanalysen görs med hjälp av begrepp från argumentationsanalysen och används för att sätta in studiens material i fem olika teman. Det mest framträdande temat får namnet Kommentarer av papegojor och beskriver kommentarer som konstrueras likadant som tidigare kommentarer utan försök till att föra något nytt till diskussionen. Överlag visar studiens resultat att responsen ser likadan ut för båda länkarna och att en stor majoritet av kommentarerna är på samma sida i argumentet. Resultatet visar också att argumentens styrka är oberoende av om en kommentar får en positiv respons eller inte. / This study explores how discussions in echo chambers take form on social media. More specifically, the study explores the comment section of two different links on the social news-aggregator website Reddit and the sub-forum /r/Politics. The purpose of the aforementioned exploration is to give a clearer picture of echo chambers as a phenomena on the Internet. The study’s theoretical background is based on selective exposure and biased assimilation theory, as well as a theorization of how groups form on Twitter and Reddit. The study uses a quantitative content analysis and a qualitative text analysis, which are both based on argumentation theory. The content analysis is first used to compare the viewpoint of /r/Politics users with the subject of the links they comment on, and then to make a correlation analysis of the strength of arguments and the arguments’ user-given points on Reddit. Last a qualitative text analysis is done using concepts from argumentation theory, which allows for the observation of five different themes. The most prominent of these themes was given the name Comments by parrots and describes comments that are constructed in a similar fashion to older comments, without an attempt to bring something new to the discussion.  Overall, the study’s result shows that the response to the two links is similar, and that both have an overwhelming majority of comments supporting one side. The result also shows that a strong argument does not necessarily mean that the comment will get a positive response.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-09-06T19:10:33Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE_ISABELLE_YRUSKA_BRAGA_AVALIACAO_MODELO_GERENCIAMENTO_QUALIDADE_SISTEMA_MOBILIDADE_URBANA_METODO_ARGUMENTACAO_SISTEMI~1.pdf: 4127411 bytes, checksum: 9b32409287a30f245b7e5eefb9e189e7 (MD5) / Made available in DSpace on 2016-09-06T19:10:33Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE_ISABELLE_YRUSKA_BRAGA_AVALIACAO_MODELO_GERENCIAMENTO_QUALIDADE_SISTEMA_MOBILIDADE_URBANA_METODO_ARGUMENTACAO_SISTEMI~1.pdf: 4127411 bytes, checksum: 9b32409287a30f245b7e5eefb9e189e7 (MD5) Previous issue date: 2015-11-26 / O crescimento desordenado das cidades, atrelado à falta de planejamento e de gerenciamento urbano tem impedido o desenvolvimento sustentável da mobilidade urbana. A reversão desta tendência na direção da sustentabilidade passa pela integração da mobilidade urbana às demais políticas urbanas, com o objetivo maior de priorizar o cidadão na efetivação de seus anseios e necessidades, melhorando as condições gerais de deslocamento na cidade. Portanto, a ideia de mobilidade centrada nas pessoas é o ponto principal a ser considerado numa política de desenvolvimento urbano que busque a produção de cidades justas, de cidades para todos, que respeitem a liberdade fundamental de ir e vir, que possibilitem a satisfação individual e coletiva em atingir os destinos desejados, as necessidades e os prazeres cotidianos (BRASIL, 2006). De acordo com o Ministério das Cidades (BRASIL, 2006), quatro são os pilares da mobilidade sustentável: (1) planejamento integrado de transporte e uso do solo urbano; (2) melhoria do transporte coletivo urbano; (3) promoção da circulação não motorizada; (4) uso racional do automóvel. O objetivo principal da presente tese é verificar qual o modelo de gestão ideal da mobilidade urbana e confrontá-lo com o atual modelo verificado na Região Metropolitana de João Pessoa (RMJP). Através dos conceitos de mobilidade urbana e de sistema de mobilidade urbana aplicados ao seu gerenciamento recomendados por Macário (2011) e pelo Ministério das Cidades (2006), é utilizada a metodologia do pensamento sistêmico para se obter um diagnóstico do gerenciamento do sistema de mobilidade urbana da RMJP, Brasil. A construção deste diagnóstico baseou-se primeiramente na elaboração e aplicação de um questionário contendo 75 questões, aplicado a stakeholders (usuários, planejadores e operadores) do sistema de mobilidade urbana da Região Metropolitana de João Pessoa, que veio a fornecer 33 variáveis-chave para este diagnóstico e avaliação. Elas foram tratadas através do método do pensamento sistêmico, fazendo uso da ferramenta denominada SysLogic, programa computacional que apoia a construção de arquétipos sistêmicos que torna possível o diagnóstico do sistema, mostrando as variáveis estratégicas e suas relações causais, indicando onde agir para melhorar o sistema de mobilidade urbana. Os resultados foram analisados sob uma visão geral dos três grupos de stakeholders, sendo analisadas também as perspectivas individuais de cada grupo de atores sobre o sistema atual de gerenciamento da mobilidade urbana. A variável chave apontada nos arquétipos, sob a percepção dos stakeholders foi a “qualidade da cobertura de rede”, ou seja, uma melhor qualidade da cobertura de rede, provavelmente ocasionará uma melhor qualidade do sistema de mobilidade urbana para toda a população. / The uncontrolled growth of cities, linked to the lack of planning and urban management has prevented the sustainable development of urban mobility. The reversal of the inclination towards sustainability involves the integration of urban mobility to other urban policies, with the ultimate goal of prioritizing citizens in the fulfillment of their desires and needs, improving the general conditions of moving around the city. Therefore, the idea of people-centered mobility is the main point to be considered in an urban development policy that seeks the production of fair cities, cities for all, respecting the fundamental freedom to come and go, enabling individual and collective gratification in reaching desired destinations, necessities and everyday pleasures (BRAZIL, 2006). According to the ministry of cities (BRAZIL, 2006), there are four sustainable mobility pillars: (1) integrated transportation planning and urban land use; (2) improvement of urban public transport; (3) promoting non-motorized traffic; (4) rational use of automobiles. The present thesis has as its main aim, to verify what is the ideal urban mobility management model and contrast it to the current model being tested in the metropolitan area of João Pessoa. Using concepts for urban mobility, urban mobility system applied to the management of this system recommended by Macário (2011) and Ministry of Cities (2006), the methodology of system thinking is used to obtain a diagnosis of urban mobility system management in the metropolitan area of João Pessoa, Brazil. The construction of this diagnosis is based primarily on the development and implementation of a questionnaire containing 75 issues, applied to stakeholders (users, planners and operators) of the urban mobility system in the metropolitan area of the city, which provided 33 key variables for this diagnosis and evaluation. They were treated in the system thinking method, making use of a tool called Sys-logic, a computer program that supports the construction of systemic archetypes which makes it possible to diagnose the system, showing strategic variables and their causal relationships, indicating where to act to improve the urban mobility system. The results were analyzed under an overview of the three stakeholder groups, and the individual perspectives of each group of actors about the current system of urban mobility management were also analyzed. The variable key pointed out on the archetypes, under the perception of the stakeholders, was the “network coverage quality”, meaning, a better network coverage quality will probably entail a better quality management of the urban mobility system.

Esta dissertação apresenta uma análise retórica do discurso da Comissão Econômica para a América Latina (CEPAL), tal como aparece em seu primeiro trabalho de relevo, o "Estudio Económico de América Latina - 1949". Tal análise baseia-se na teoria da argumentação proposta por Chaim Perelman e Lucie Olbrechts-Tyteca. A análise propriamente dita consiste na identificação do público a que se dirige o discurso e intenta demonstrar como as premissas e os argumentos utilizados se adequam a seu público, com o fim de levá-lo a aceitar a tese primordial da CEPAL, qual seja, a necessidade de industrialização da América Latina. / This dissertation presents a rhetorical analysis of the discourse of the Economic Comission of Latin America (ECLA), as it appears in its first important work, the "Economic Survey of Latin America - 1949". Such analysis is based upon the theory of argumentation developed by Chaim Perelman and Lucie Olbrechts-Tyteca. The analysis itself consists in the identification of the public the discourse is addressed to, and attempts to demonstrate how the premises and arguments used are framed according to its public trying to make it accept ECLAs most central proposition, i.e., the need for industrialization in Latin America.

Magister Educationis - MEd / The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children’s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children’s discussions and identify the quality of their different “levels” of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners’ understanding of river pollution. The learners’ listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other’s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction. / South Africa

Philosophiae Doctor - PhD / The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners’ conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).

Magister Scientiae - MSc / This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educators' understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners' understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin's (1958) Argumentation Pattern (TAP) and Ogunniyi's (1995) Contiguity Argumentation Theory (CAT). / South Africa

Magister Educationis - MEd / Two grade 11 classes of two high schools in Cape Town were taught some concepts of sound by means of indigenous musical instruments. The purpose was to find out the relative effects (or none) of two instructional strategies. Toulmin (1958)’s Argumentation Pattern, Ogunniyi (1997)’s Contiguity Argumentation Theory and Reiner et al. (2000)’s Substance Schema formed the theoretical framework. A pre-post-test quasi-experimental design was employed and data collated using questionnaires, a sound conceptual test, argumentation worksheets, and classroom observation schedules. One teacher taught the experimental group using dialogical argumentation while another teacher taught the comparative group using lecturedemonstration method, coupled with the use of ICTs for duration of four weeks. Data were analysed using a mixed (quantitative and qualitative) methods approach. The findings revealed that many the learners held some scientifically valid conceptions of sound prior to formal instruction. However, the learners also held many scientifically invalid conceptions in relation to the speed of sound in air, sound propagation, and sound produced by stringed instruments. The alternative conceptions of learners in the C group remained largely unchanged after instruction, while those of the E group changed appreciably, but not completely. The E group learners changed the alternative conceptions that were worked into structured argumentation activities better than those which were not. Also, the learners in both groups seemed to hold indigenous beliefs in relation to sound which did not seem to change after instruction. Most learners had a positive attitude towards the use of indigenous knowledge in the science class. No significant difference was found between male and female learners with respect to conceptual understanding of sound, indigenous beliefs, and interest in the integration of science and indigenous knowledge.