At the beginning of the 21st century, in the fields of philosophy of language and moral philosophy, there has been a growing interest in studies dedicated to the “second person” perspective. This attention seems to reveal a crisis in the model of identity thinking, codified by Neo-Platonism, and its multiple conceptualizations, including man, logic and law, as highlighted by Maurizio Manzin. The aim of this thesis is to investigate the researches of Eugen Rosenstock-Huessy and Charles S. Peirce, who devoted their studies to the analysis of the crisis of identity thinking and to the formulation of theoretical proposals suitable for overcoming it, verifying their congruence and degree of adaptability to the theories on legal reasoning of an argumentative-rhetorical nature. Despite their partially different fields of research, the two authors began with the same starting point, that of pronouns, emphasizing the problematic arrangement handed down from scholastic grammar. In particular, Rosenstock-Huessy advocated a model of original social communication according to the Thou-I-We-It arrangement. The German speech thinker composes these pronouns in the “cross of reality”, a socio-linguistic model constituted by the integration between two phases (which are equivalent to two types of rationality corresponding to them) and four fronts: the event that occurs in the arc of nominal reality in the prejective front-subjective front-trajective front (by means of “fractal rationality”), is archived in the dimension of pronominal existence in the objective front (using “linear rationality”). Identitarian thinking assumes that it can study reality only from the perspective of the objective front, that is, of the individual and of deduction, of linear time and of the causality produced by the efficient cause. Peirce and Rosenstock-Huessy have expanded this monological status, placing at the center of their investigations the event as the confluence of two temporal currents, one oriented from the past towards the future (anteceptive) and the other from the future towards the past (ponecective), also contributing to proposing an original model of causality, the result of the joint effect of efficient cause and final cause. Once we have shown the form of the accomplishment of communication as a biographical and social fact based on the transformative status of linguistic propositions, we will try to apply it to the theory of law and legal argumentation, showing how a convergence is possible that corroborates the validity of the CALS (Cooperated Argumentative Legal Syllogism) model proposed by Manzin, in which rhetoric assumes a methodological and constitutive role of the internal premise, and thus of the judicial enthymeme.

Made available in DSpace on 2016-04-27T16:57:59Z (GMT). No. of bitstreams: 1 dissertacao_regina_celia_socolowski.pdf: 1372487 bytes, checksum: a5f421c0637ac9ff46cb5318d7e49fe4 (MD5) Previous issue date: 2004-10-08 / This work analyzes the interactions among participants over a Mathematics Course at Distance, aiming the professional development of Mathematics Teachers, approaching Geometry s contents. In order to achieve a better understanding of arguments included in the involved subjects speeches, the analysis main theme of this work, the Model of Argumentative Strategies MAS (Frant and Castro, 2001) has been used, based on Olbrechts and Perelman Treaty of Argumentation (1992). The methodology used in this work analysis, demanded the events organization, so that the dialogs would be obvious and the explicit and implicit participants intentions would be re-taken in their interactions, allowing confrontation with their speeches. The analysis focus on arguments included in one of the participants speeches and the Tutor, analyzing other participants speeches, only when interacting with him. This analysis privileges two views: the mathematical content and the pedagogical practice, and related to the pedagogical practice, three focus: Tutor s pedagogical practice, Anita s pedagogical practice, and the environment where the interaction was held. This essay, structured in six chapters contextualizes and presents the problem, giving an explanation referring to the national and international historical aspects and the Brazilian Legislation which approaches the Distance Education, and concludes the interactions of Argumentative Strategies of the analysis importance among the participants and the Tutor as a starting point to the Evaluation of a Professional Development Course at Distance / Este trabalho analisa as interações entre os participantes de um Curso de Matemática, à Distância, voltado para o desenvolvimento profissional de Professores de Matemática, abordando o conteúdo de Geometria. Com o propósito de melhor compreender argumentos contidos nos discursos dos sujeitos envolvidos, tema principal deste trabalho, usamos para a análise o Modelo da Estratégia Argumentativa MEA (Frant e Castro, 2001), baseado no Tratado da Argumentação de Perelman e Olbrechts (1992). A metodologia usada para a análise deste trabalho, exigiu a organização dos eventos, de modo que evidenciassem os diálogos e resgatassem as intenções explícitas e implícitas dos participantes, em suas interações, permitindo confrontá-las com seus discursos. A análise foca as argumentações contidas nos discursos de um dos participantes e do Tutor, analisando os discursos de outros participantes apenas quando interagem com ele. Essa análise privilegiou dois olhares, o do conteúdo matemático e o da prática pedagógica e, com relação à prática pedagógica três focos: a prática pedagógica do Tutor; a prática pedagógica de Anita e o ambiente onde se deram as interações. Estruturada em seis capítulos, esta dissertação contextualiza e apresenta o problema, faz uma explanação referente aos aspectos históricos nacionais e internacionais e da Legislação Brasileira que aborda a Educação à Distância, e conclui sobre a importância da análise da Estratégia Argumentativa das interações entre os participantes e o Tutor como um ponto de partida para a Avaliação de um Curso de Desenvolvimento Profissional a Distância