Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-12T13:27:08Z No. of bitstreams: 1 arquivototal.pdf: 8912045 bytes, checksum: 955e8221c287f3e1869b9cfa30810d9c (MD5) / Made available in DSpace on 2016-01-12T13:27:08Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 8912045 bytes, checksum: 955e8221c287f3e1869b9cfa30810d9c (MD5) Previous issue date: 2015-02-25 / Considering that the official documents, PCN (1997), PCNEM (2000), PCN + (2002) and OCEM (2006), not clearly prescribe under which argumentative perspective (if rhetorical or linguistic) the teacher should work, this research took as its starting point the assertion that the Portuguese language textbooks tend to approach a more rhetorical aspect about argumentation. In addition, we started with the assumption that the linguistic aspects, according to the Theory of Argumentation within Language, developed by Oswald Ducrot (1987, 1988) and collaborators, may be relevantly designed and used in the classroom. As it is a qualitative-interpretative research of documentary and exploratory scope, we hope to contribute to linguistic researches, with a theoretical approach in studies of genres and the Semantic Argumentative as well as the analysis of textbooks, in order to identify if and how the rhetorical and semantic-argumentative strategies and resources support the activities concerning the argumentation proposed by four collections of Portuguese language textbooks, evaluated by the National Textbook Program (PNLD, 2012), adopted in ten public high schools in the city of João Pessoa, PB. In this sense, according to seven categories of analysis (four for rhetoric argumentation and three for linguistic argumentation), it was intended to check which conception the textbook authors used when preparing their activities about argumentative strategies based on two genres: opinion article and argumentative letter. During the research, we tried to make it clear that both rhetorical (ARISTOTLE, 2005; PERELMAN, 1999) and linguistic (DUCROT, 1987, 1988) aspects should be worked simultaneously in mother tongue classes. In addition to the description and analysis of the activities of textbooks, we proposed, as a suggestion and reflection, in the final chapter, two complementary activities in accordance to Linguistic Analysis in an attempt to show the need of working the argumentative strategies within the classroom and try to bridge the gap between what is prescribed in the official documents and what is actually taught to students. We based the analysis with the theoretical support of Aristotle (2005), Perelman (1999) Ducrot (1987, 1988, 2009), Nascimento (2005, 2009, 2012), Koch (2000, 2003, 2004, 2011), Espíndola (1998, 2004), Cabral (2010), Marcucshi (2002, 2003, 2008), Geraldi (1984), among others. / Levando em consideração que os documentos oficiais, PCN (1997), PCNEM (2000), PCN+ (2002) e as OCEM (2006), não prescrevem claramente sob qual perspectiva argumentativa (se retórica ou linguística) o professor deve trabalhar, esta pesquisa tomou como ponto de partida a asserção de que os livros didáticos (LD) de língua portuguesa tendem a abordar um aspecto mais retórico da argumentação. Além disso, partiu-se do pressuposto de que os aspectos linguísticos, conforme a Teoria da Argumentação na Língua, proposta por Oswald Ducrot (1987, 1988) e colaboradores, podem ser relevantemente pensados e utilizados em sala de aula. Por ser uma pesquisa de caráter qualitativo-interpretativista de cunho documental e exploratório, esperamos contribuir com as pesquisas linguísticas, com enfoque teórico nos estudos dos gêneros textuais bem como da Semântica Argumentativa e da análise de LD, buscando identificar se e como as estratégias e recursos retóricos e semântico-argumentativos embasam as atividades referentes à argumentação propostas por quatro coleções de LD de língua portuguesa, avaliadas pelo Programa Nacional do Livro Didático (PNLD, 2012), adotadas nas dez maiores escolas públicas do Ensino Médio na cidade de João Pessoa-PB. Nesse sentido, pretendeu-se, a partir de sete categorias de análise (quatro para a argumentação retórica e três para a argumentação linguística), verificar em qual concepção os autores se pautam na elaboração das atividades acerca das estratégias argumentativas baseadas em dois gêneros textuais: o artigo de opinião e a carta argumentativa. No decorrer da pesquisa, buscamos deixar claro que tanto os aspectos retóricos, conforme Aristóteles (2005) e Perelman (1999), quanto os aspectos linguísticos, conforme Ducrot (1987, 1988), devem ser trabalhados concomitantemente nas aulas de língua materna. Além da descrição e análise das atividades dos LD, propomos, a título de sugestão e de reflexão, no capítulo final, duas atividades complementares aos moldes da Análise Linguística (AL), na tentativa de mostrar a necessidade de se trabalharem as estratégias argumentativas em sala de aula, bem como tentar preencher a lacuna entre o que está prescrito nos documentos oficiais e o que efetivamente é ensinado aos alunos. Fundamentamos a análise com o apoio teórico de Aristóteles (2005), Perelman (1999) Ducrot (1987, 1988, 2009), Nascimento (2005, 2009, 2012), Koch (2000, 2003, 2004, 2011), Espíndola (1998, 2004), Cabral (2010), Marcucshi (2002, 2003, 2008), Geraldi (1984), entre outros.

Ce travail doctoral a pour objectif d’analyser la signification du terme pardon dans tous ses emplois en langue française contemporaine. Le cadre théorique de la sémantique argumentative et de la TBS nous a permis de schématiser et de comprendre non seulement les différences de signification dans les emplois du nom commun mais également de discerner le mode d’action de la locution dans toutes ses fonctions argumentatives.Après avoir mis de côté ce qui appartient à la construction encyclopédique de la notion du pardon, à savoir le caractère d’un acte souverain, l’analyse argumentative a permis de décrire toute la richesse de la signification du terme en tant qu’état, processus et achèvement, ainsi que son caractère fondamental de promesse. Elle nous a également amené à dissocier d’un côté l’acte d’excuse performatif dans les échanges réparateurs et, de l’autre, des fonctions argumentatives variées dans les emplois conversationnels et de politesse.Notre démarche a permis d’enrichir les apports du dictionnaire et de l’approche lexicologique. A l’issue de l’analyse d’une centaine d’exemples, nous avons pu rapprocher le terme pardon de celui de paix. / This doctoral work aims to analyze the meaning of the term forgiveness in all its uses in contemporary French.The theoretical framework of the argumentative semantics and the TBS allowed us to schematize and understand not only the differences of meaning in the uses of the common noun but also to discern the mode of action of the phrase in all its argumentative functions.After setting aside what belongs to the encyclopedic construction of the notion of forgiveness, namely the character of a sovereign act, the argumentative analysis has allowed to describe all the richness of the meaning of the term as a state, a process and a completion, as well as its fundamental promise. It has also led us to dissociate on the one hand the performative excuse act in repairs and, on the other hand, various argumentative functions in conversational and politeness jobs.Our approach has enriched the contributions of the dictionary and the lexicological approach. At the end of the analysis of a hundred examples, we were able to bring the term forgiveness closer to that of peace.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal