Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-11T11:55:21Z No. of bitstreams: 1 carolinapeixotobarros.pdf: 1556522 bytes, checksum: 48ebae7ed2cb7b9a4e679244852de989 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-11T15:58:02Z (GMT) No. of bitstreams: 1 carolinapeixotobarros.pdf: 1556522 bytes, checksum: 48ebae7ed2cb7b9a4e679244852de989 (MD5) / Made available in DSpace on 2016-10-11T15:58:02Z (GMT). No. of bitstreams: 1 carolinapeixotobarros.pdf: 1556522 bytes, checksum: 48ebae7ed2cb7b9a4e679244852de989 (MD5) Previous issue date: 2009-10-06 / O objetivo deste estudo é contribuir para o preenchimento da lacuna que existe nos estudos linguísticos no Brasil a respeito de discurso reportado, uma vez que há poucas pesquisas com dados reais de fala, principalmente no contexto institucional, em particular nas situações de conflito. Para tanto, encontramos suporte teórico em uma perspectiva interacional em Linguística (GUMPERZ, 1999; COUPER-KUHLEN; SELTING, 2001; SILVEIRA, 2008) para investigar o uso do discurso reportado pelas partes – reclamados e reclamantes – de audiências de conciliação do PROCON (Procuradoria de Proteção e Defesa do Consumidor) de uma cidade mineira. Procuramos focalizar a identificação da função argumentativa, as estratégias de trabalho de face e os footings assumidos pelos participantes no uso de discurso reportado como um tipo de demonstração (CLARK; GERRIG, 1990). O embasamento teórico para o estudo da função argumentativa está principalmente na pesquisa de Schiffrin (1987), para o de trabalho de face Penman (1990) e Silveira e Gago (2005) e para o de footings Goffman (1998). A pesquisa é de natureza qualitativa, tendo sido usados os seguintes instrumentos para geração dos dados: gravações em áudio e transcrição destas gravações. Em um primeiro momento, examinamos as principais funções argumentativas que o discurso reportado apresenta na fala dos participantes – reclamantes e reclamados – de uma audiência de conciliação do PROCON. Posteriormente, focalizamos na análise das estratégias de trabalho de face; no discurso reportado como um tipo de demonstração; e, por último, nos footings assumidos pelas partes ao produzirem o fenômeno estudado. Os resultados indicaram que reclamados e reclamantes usam o discurso reportado para apresentar e sustentar seus pontos de vista. As partes litigantes, ao produzirem discurso reportado usam estratégias de trabalho de face para proteger sua própria face e ameaçar a do outro. Os resultados sugeriram, ainda, que o discurso reportado em nosso contexto de pesquisa também é um tipo de demonstração, ou seja, é usado para encenar os contextos e ações reportadas. Finalmente, a análise nos mostrou que reclamados e reclamantes animam a própria voz e a de outrem, via discurso reportado, para sinalizar seu (des-)alinhamento à situação reportada. / This study has as objective contribute for the fill of the gap that exists in the linguistic studies in Brazil regarding reported speech, since there are just few researches involving real speech data, mainly in institutional contexts, especially in the conflict situations. For theoretical purposes, we found support in an interactional perspective in Linguistics (GUMPERZ, 1999; COUPER-KUHLEN; SELTING, 2001; SILVEIRA, 2008) to investigate the use of reported speech by the parts - complainants and complainers - in the conciliation hearing on the PROCON (Department for Consumer Protection and Defense) of a city from Minas Gerais. We tried to focus the identification of the argumentative function, the strategies of facework and the footings assumed by the participants in the use of reported speech as a demonstration type (CLARK; GERRIG, 1990). The theoretical basis for the study of the argumentative function is mainly in the research of Schiffrin (1987), for the one of facework Penman (1990) and Silveira and Gago (2005) and for the one of footings Goffman (1998). The research is of qualitative nature and the following instruments were used to generate the data: audio recordings and transcription of these recordings. At first, we examined the main argumentative functions that the reported speech presents in the participants' speech - complainers and complainants - in a conciliation hearing at PROCON. Later, we focus in the analysis of the strategies of facework, on the reported speech as a type of demonstration and on the footings assumed by the parts to when they produce the studied phenomenon. The results indicated that complainants and complainers use the reported speech to present and to sustain their point of view. The litigant parts, in producing reported speech, use strategies of facework to protect their own face and to threaten the face of the other part. The results suggested, still, that the reported speech in our research context is also a type of demonstration, in other words, it is used to stage the contexts and reported actions. Finally, the analysis showed us that complainants and complainers encourage the own voice and the one of somebody else, through reported speech, to signal yours (mis-)alignment to the reported situation.

Although much research has reported the effectiveness of task repetition on oral performance (Bygate, 2018), few studies have investigated its effectiveness on writing performance (Manchón, 2014), especially in languages other than English. For instance, Nitta and Baba’s (2014) longitudinal study revealed that EFL undergraduates considerably progressed their syntactic complexity and lexical aspects, but not fluency, through repeating a timed writing task. In relation to the task repetition, however, whether and how L2 learners develop their grammatical accuracy and communicative adequacy (Pallotti, 2009) has remained unclear in the literature. Furthermore, in addition to the linguistic measurements and the qualitative assessments, scant research has attempted to investigate whether any significant changes are brought about in terms of learners’ perceptions through repeating language tasks. <br>Therefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.<br>First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).<br>Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.<br>Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.<br><br>

In recent years, several nations have adopted institutional framework laws, so-called Climate Change Acts (CCAs), as means to enforce Paris-compliant mitigation pathways. A key institutional feature to ensure policy stability and compliance with CCAs has been the establishment of independent advisory bodies, tasked with advising on mitigation targets and policy instruments, as well as the, monitoring and evaluation of target attainment. These advisory bodies are endowed with a crucial role in the long-term evaluation and planning process: examining how the low-carbon transition pathways might be achieved. Calling attention to the question of how transition pathways should be conceived and approached, whether it is in 'bio-physical' (climate science), 'techno- economic' (technology assessment/economics) or 'socio-technical' (socio-technical transition field) terms. Recent studies have indicated that a socio-technical transitions is increasingly framed as a question of removing carbon energy from various practices and infrastructures, challenging the dominant techno-economic approach of emissions reductions using carbon-pricing instruments. This thesis explores this challenge, drawing upon a case study of the establishment of the Swedish Climate Policy Council, by means of analyzing the process of institutionalization and how transition pathways are (re)produced discursively through the practices of climate policy evaluation and planning. The main findings of this thesis is that a cross-party consensus behind the Swedish CCA was formed around institutionalizing a 'bio-physical’ mitigation pathway, monitored and safeguarded by the Council which could assign 'political embarrassment' to governments failing to comply with the interim and long-term GHG mitigation targets. Beyond this consensus, the institutional design of the Council is the result of discursive struggles between actor-coalitions supporting techno-economic versus socio-technical transition pathways. However, the recently formed Council has come to challenge previously dominant techno-economic practices of forecasting cost-efficient emissions reductions. This has been accomplished by introducing a novel socio-technical approach to climate policy evaluation: the backcasting of interrelated technological and institutional shifts believed to be necessary in bringing about a low-carbon transition or transformation. Nevertheless, as this socio-technical practice primarily backcasts upon a number of key technological innovations, with limited changes to current industrial patterns of production and consumption, doubts are raised if this approach is to be considered as constitutive of transformative transition pathways.

La recherche menée dans cette thèse traite du discours de l’Union européenne sur l’espace judiciaire européen entre 1996 et 1999. En convoquant l’analyse du discours et la lexicométrie dans un cadre théorique de la sémantique argumentative, elle analyse le sens des mots autour de l’expression « espace de liberté, de sécurité et de justice ». L’objectif est de définir comment s’élabore la réappropriation de valeurs universelles au profit du discours et de l’identité européenne véhiculée par les procédés argumentatifs utilisés pour représenter l’espace judiciaire européen. Le contexte politique et les théories linguistiques de la méthode d’analyse exposés, cette thèse porte sur les conditions de communication du discours et de sa particularité sémantique, en montrant qu’il construit une identité en triade renvoyant aux trois valeurs de son emblème triptyque (« liberté, sécurité et justice ») : les institutions, la criminalité organisée et les citoyens. Elle révèle les indices linguistiques de cette construction identitaire avec ses enjeux politiques et de légitimation en introduisant la notion de « normalisation discursive ». Celle-ci adopte un schéma linguistique très marqué conduisant à la mise en œuvre d’un processus de « manipulation argumentative » défini et démontré dans ce travail. Les résultats illustrent que la normalisation et la manipulation engendrent une circularité du discours reposant sur le conflit de deux orientations discursives : celle d’un discours sécuritaire et celle d’un discours sur l’État de droit et la démocratie. This thesis studies the discourse of the European Union about the European Judicial Network between 1996 and 1999. Using discourse analysis and lexicometrics within the theoretical framework of argumentative semantics, it explores the meaning of words associated with the expression of « area of freedom, security and justice ». The research mainly aims at understanding how the discourse reappropriate universal values in order to construct, through argumentative processes, a European identity that embodies the European Judicial Network. After presenting the political context and the linguistic theories used in the analysis methods, the thesis examines the conditions of discourse production and its semantic particularities. It argues that the discourse constructs an identity based on the values (liberty, security and justice) conveyed by the three pillars of the European Judicial Network : institutions, organised crime and citizens. The thesis then puts forward the idea of a “discursive normalisation” that helps, through its linguistic forms, to legitimate the identity construction and its political issues. It also defines a process of “argumentative manipulation” resulting from this “discursive normalisation” implementing a very distinctive linguistic frame. According to those results, the research concludes that normalisation and manipulation generate circularity of the discourse, which is based on the conflict between two discursive orientations, on the one hand security and on the other hand democracy and the Rule of law.

O objetivo desta dissertação é analisar como o texto argumentativo é reapresentado como objeto de ensino, nas séries finais do ensino fundamental para EJA, analisando o encaminhamento linguístico-discursivo que fundamenta as práticas didáticas de redação. O corpus selecionado é a unidade Cultura de Paz, da Coleção Tempo de Aprender EJA, Língua Portuguesa (IBEP, 2009), destinada ao 8º ano do ensino fundamental. Três questões nortearam a análise do objeto de ensino: 1) Como a leitura e produção de texto argumentativo estão organizadas? 2) Em que medida a abordagem do texto argumentativo colabora para a formação de escritores competentes? 3) Que teorias linguísticas apresentadas no Manual do Educador embasam o ensino do texto argumentativo? A fundamentação teórico-metodológica centra-se na teoria bakhtiniana, particularmente os conceitos de língua, linguagem e texto. Como resultado da análise, observou-se que a organização das unidades didáticas o cunho é construtivista, com enfoque indutivo, pois a sistematização do objeto de ensino vem em segundo plano. O trabalho com textos argumentativos apresentou uma diversidade textual, oferecendo aos alunos o acesso a diferentes textos: jornalístico, do cânone literário, da cultura popular, do cotidiano e da esfera digital, que estabelecem relação entre si pelo fio condutor da argumentação. A análise dos textos, por meio de levantamento, reconhecimento e análise dos elementos linguísticos e das opiniões dos autores, permite a construção do conhecimento a respeito da argumentação, progressivamente, a cada texto apresentado. No trabalho com a escrita argumentativa, a proposta faz referências a interlocutores, esfera de circulação e objetivos da produção o que permite ao aluno uma experiência ativa na elaboração de texto, reconhecendo-se no papel de autor e posicionando-se criticamente. Os fundamentos teórico-metodológicos do material apresentam o estudo sobre a argumentação como estratégia relacionada às práticas sociais, propondo um ensino que supera as metodologias reprodutivistas. / The objective of this dissertation is to analyze how the argumentation text is represented as a teaching subject at the ending grades of EJA. (Education for Young and Adults), analyzing the linguistic-discursive guiding that the didactic practice of writing is based upon. The corpus selected is the chapter: Cultura de paz, from the book collection: Tempo de Aprender- EJA, Língua Portuguesa (IBEP, 2009), that has as focus the students from eighth grade of the middle school. Three questions guided the analysis of the teaching subject: 1) How do the activities of writing and reading of the argumentative text are organized? 2) In which level does the approach of the argumentative text helps the education of competent writers? 3) Which linguistic theories shown on the Educators Manual lay the foundation for the teaching of the argumentative text? The basis for the theoretical methodological study was the Bakthtinian, specially the concepts about language and text. As analysis result is deductible that the organization of the chapters is Constructivist with an inductive approach, because the systematization of the teaching subject comes in a second level. The work with argumentative texts has shown great text diversity, offering the students access to different kinds of text: journalistic, literature, popular literature, daily texts and texts from web space, that establish a relation between them by the strategy of argumentation used to write them all. The texts analyze by gathering and recognizing the linguistic elements and the authors opinions, allows the students to build their knowledge about argumentation, progressive text by text. In the work with argumentative writing, the proposal makes reference to the a net of interlocutors and the objectives production which allows the student an active experience at the act of writing a text, recognizing themselves as authors, position that gives them a critical view about the topic. The theoretical methodological basis of the material introduce the students to a studying method about argumentation as an strategy related to social practices, proposing a teaching method that goes beyond the reproductive methodologies.

Comment définir des objectifs d’apprentissage linguistiques spécifiques à un public d’étudiants allophones dans le domaine de la production écrite par l’étude d’un genre particulièrement représenté dans les littéracies universitaires : le texte argumentatif ? Partant de l’hypothèse de la nécessité d’un enseignement conjoint de la langue et des contenus disciplinaires, notre travail consiste à proposer des approches et modalités complémentaires aux outils du FLE « tout public » utilisés pour l’enseignement du français à l’université. Nous analysons d’abord ces outils du FLE : manuels de l’approche actionnelle, CECRL et certifications de langues (DELF/DALF et TCF), afin de mettre en exergue leurs apports pour un public étudiants allophones , mais aussi les lacunes qu’ils présentent pour une formation spécifiquement universitaire. Les études menées dans le domaine du FOU nous ont ensuite permis de formuler 5 hypothèses préalables à l’analyse de notre corpus contrastif. Ce corpus a été constitué dans le but d’identifier les besoins spécifiques des étudiants allophones dans l’exercice d’une production écrite argumentée. Il est constitué de productions d’étudiants allophones d’une part (corpus ETR) et francophones d’autre part (corpus FR). Nous présentons ce corpus et son analyse selon la typologie constituée sur la base de nos hypothèses de départ et proposons pour conclure une grille de critères permettant d’établir une évaluation diagnostique des compétences en littéracies universitaires. Enfin, nous soumettons quelques propositions didactiques pour des séances dans le cadre d’un enseignement de Français sur Objectifs Universitaires. / How can we define the specific learning outcomes of non-native students of French within the area of written production ? In order to answer this question, we study a highly frequent genre within academic literacy : the argumentative text.Given the neccessity of jointly teaching language and discipline based contents, our study aims to add approaches and modalities to « general » French as a Foreign Language (FLE) used to teach French at university. Emphasizing both their added value to the teaching of non-native speakers and their shortcomings when dealing with French for academic purposes, we set out to analyse the following tools : textbooks following the action-oriented approach, CEFRL, and language certifications (such as TCF, DELF/DALF).Drawing on existing studies of French for academic purposes, we came up with five hypothesises prior to the study of a comparative corpus. This corpus was established in order to identify the non-native speakers’ specific needs when faced with an argumentative written production. It consists of both productions by non-native (corpus ETR) and native speakers of French (corpus FR). This material is presented and analysed within the frame of a typology based on our initial hypothesises resulting in a framework of criteria facilitating a diagnostic evaluation of the academic literacy competency. Finally, we give didactic suggestions for the teaching of French for academic purposes.

Tendo em vista que os textos jornalísticos de vulgarização científica são predominantemente argumentativos, o estudo da argumentação presente neles permite elucidar algumas características de seu funcionamento textual. A análise proposta aqui privilegia o exame de dois de seus componentes centrais, considerados fundadores de sua configuração argumentativa típica: os lugares-comuns e os percursos argumentativos. Os primeiros referem-se a idéias ou modos de raciocínio socialmente aceitos e tidos como válidos independentemente de comprovação, constituindo objetos de acordo primários, com base nos quais a arguimentação se torna possível. Os segundos dizem respeito à forma como os lugares se encadeiam e sucedem no interior de um quadro argumentativo, dando forma à macroestrutura argumentativa dos textos de vulgarização científica. A análise procura demonstrar que a formulação da questão argumentativa e a escolha dos lugares-comuns determinam a forma assumida pelos percursos geradores da estrutura argumentativa e que, nos textos jornalísticos de vulgarização científica, essa estrutura tem configuração em forma de labirinto. Para tanto, o estudo se divide em três partes: na primeira, analisa-se a noção de vulgarização científica e se procura entender como pode os chamados textos de vulgarização podem se constituir como objetos analisáveis. Na segunda, busca-se um modelo analítico capaz de levar à compreensão do funcionamento dos textos de vulgarização. Na terceira, discute-se o papel dos lugares-comuns nos percursos argumentativos analisados. / The study of argumentation in popular scientific texts allows one to identify certain characteristics concerning their textual operation. An analysis of the argumentative structure of texts, in particular of those found in specialist scientific publications, shows two components essential to this type of text: the topoi (both commonplace and specialist) and the sequence of arguments. The topoi, be they true, plausible or generally accepted ideas, are at the heart of any argumentation, and it is on the basis of the topoi that the proponent constructs his persuasive reasoning. The sequence of arguments constitutes the manner in which the topoï are connected and follow one another within the argumentative structure. It brings together the discursive competence (which can be sometimes linguistic, rhetorical, logical or encyclopaedic) as well as the emotions of the advocate. In this way, the topoi give form to the micro/macrostructures arguments of the aforesaid published texts. The analysis is made starting from the components of enunciation theory, pragmatism and rhetoric and makes it possible to show that the choice of the topoi by the proponent or presenter determines the configuration or labyrintic of the arguments as presented in the text.

Made available in DSpace on 2016-04-28T18:23:00Z (GMT). No. of bitstreams: 1 Jessika Gama Ribeiro.pdf: 3001353 bytes, checksum: 1e277b495aa1c507a7131e5f346fd885 (MD5) Previous issue date: 2015-01-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The general objective of this research is to identify and understand the ways of causing changes in the teaching-learning process of reading and writing curriculum gender in a class of 9th Year of Secondary School (EF II) and as a specific objective to analyze how the interaction happens through a didactic sequence (SD) on the guided curriculum gender in the contents of Portuguese Language provided by São Paulo Municipal Education. Thus, the question that guides this research is how the teacher-researcher (PP) and students interact in the classroom to develop the process of reading and writing curriculum genre through a SD? To achieve the proposed objectives and answer these questions, this research is based on Socio-Historical-Cultural Theory (TSHC), the relevant concept is the language design for the construction of knowledge through social interactions (Vygotsky, 1934 / 2007; 1934/2008); the concept of critical collaboration proposed by Magalhães (2011). It is also presented, the teaching-learning proposal of the National Curricular Parameters for Portuguese Language (PCN-LP) and also brings the Genevan notion of didactic sequence (SD) for didactization of genres (DOLZ And SCHENEUWLY, 2004). In terms of methodology, this research agenda on the Critical Research Collaboration (PCCol), based on Magellan (2011); Oliveira and Magalhaes (2011) and Ninin (2011; 2013), aimed at intervention in the school context, understanding and transformation of praxis through the reflective process permeated by contradiction. For the production data were recorded 15 Portuguese classes taught by the teacher-researcher (PP), in a class of 9th grade. For analysis and discussion of the data, the reference is in the interaction based on Kerbrat-Orecchioni (2006); in Ninin (2013) and the types of questions; and Gryner (2000) and the result of argument. The survey results indicate that the SD was essential to provide meaningful activities and that can apply to students; Furthermore, the questions, even if carried out only by PP, propitiated argumentative sequences between students that were gradually being transformed / O objetivo geral desta pesquisa é identificar e compreender os modos de provocar transformações nos processos de ensino-aprendizagem da leitura e da escrita do gênero currículo em uma turma de 9º Ano do Ensino Fundamental II (EF II) e, como objetivo específico, analisar como se dá a interação por meio de uma sequência didática (SD) sobre o gênero currículo pautada nos conteúdos programáticos de Língua Portuguesa previstos pela Secretaria Municipal de Educação de São Paulo. Dessa forma, as perguntas que norteiam esta pesquisa são: como a professora-pesquisadora (PP) e os alunos interagem em sala de aula para desenvolver o processo de leitura e de escrita do gênero currículo por meio de uma SD? E a segunda pergunta: que tipos de perguntas e sequências argumentativas foram realizados pelos participantes para desenvolver o processo de leitura e de escrita do gênero currículo? Para lograr os objetivos propostos e responder a estas indagações, esta investigação tem como base teórica a Teoria Sócio-Histórica-Cultural (TSHC), cujo conceito relevante é a concepção de linguagem para a construção do conhecimento por meio das interações sociais (VYGOTSKY, 1934/2007; 1934/2008); o conceito de colaboração crítica proposto por Magalhães (2011). É apresentado também, a proposta de ensino-aprendizagem dos Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN-LP) e traz, ainda, a noção genebrina de sequência didática (SD) para a didatização dos gêneros textuais (DOLZ E SCHENEUWLY, 2004). Em termos metodológicos, esta pesquisa pauta-se na Pesquisa Crítica de Colaboração (PCCol), com base em Magalhães (2011); Oliveira e Magalhães (2011) e Ninin (2011; 2013), visando a intervenção no contexto escolar, a compreensão e transformação da práxis por meio do processo reflexivo permeado pela contradição. Em relação à produção de dados, foram gravadas 15 aulas de Língua Portuguesa ministradas pela professora-pesquisadora (PP), em uma turma de 9º ano do EF II. Para análise e discussão dos dados, a referência está na interação com base em Kerbrat-Orecchioni (2006); em Ninin (2013) e os tipos de perguntas; e em Gryner (2000) e a sequência argumentativa. Os resultados da pesquisa apontam que a SD foi fundamental para propiciar atividades significativas e que tivessem sentido para os alunos; além disso, as perguntas, ainda que realizadas somente pela PP, propiciaram sequências argumentativas entre os alunos que, gradativamente foram sendo transformados

Made available in DSpace on 2016-04-28T19:33:49Z (GMT). No. of bitstreams: 1 Adriana Eugenia Antony Afonso.pdf: 1194281 bytes, checksum: e4257a4fa5c87d26d26258c439a1c754 (MD5) Previous issue date: 2014-08-12 / This Master Degree Thesis is in the research line Text and Discourse, in written and oral modalities, and as a theme Referential Progression and Argumentative Textual sequences on texts of FHC. This research main objective is analyzing the referential progression and the argumentative textual sequences text of in Fernando Henrique Cardoso (FHC). The specifics objectives are to identify, describe and analyze the referential progression and argumentative sequences in texts of FHC; and interpret this relation between referential progression and argumentative sequences in texts of FHC. The theoretical basis is in the Textual Linguistic. To achieve our objectives, this research was based on the following authors: Bentes (2008), Fávero & Koch (2008) and Koch (2009), in the Textual Linguistic field; Koch & Marcuschi (1998), Mondada (2001), Koch (2008, 2009, 2010), Roncarati (2010) e Mondada & Dubois (2013), in the reference process field; Koch & Marcuschi (1998), Koch (2009, 2011a), Koch & Elias (2008, 2009), in referential progression field; and Adam (2008), in argumentative sequences field and textual planning. The obtained results in its analysis confirmed that the use of the nominal expressions as important strategy as a referential progression, which allows the interlocutor, recognizing by these textual choices, the communicative author´s purpose. The texts, indicates that the textual connections of statements, particularly from the argumentative textual, needs a large focus than the linguistic and structural / Esta dissertação insere-se na linha de pesquisa Texto e Discurso nas modalidades oral e escrita e tem, como tema, Progressão referencial e sequências textuais argumentativas em artigos de opinião de FHC. O objetivo geral desta pesquisa é analisar a progressão referencial e as sequências textuais argumentativas em artigos de opinião de Fernando Henrique Cardoso (FHC). Os objetivos específicos são identificar, descrever, analisar e interpretar a progressão referencial e as sequências argumentativas em artigos de opinião de FHC; e discutir o plano de texto em artigos de opinião de FHC. Os pressupostos teóricos situam-se na Linguística Textual e, para atingirmos os objetivos, embasamo-nos nos estudos dos seguintes teóricos: Bentes (2008), Fávero & Koch (2008) e Koch (2009), para os pressupostos da Linguística Textual; Koch & Marcuschi (1998), Mondada (2001), Koch (2009), Roncarati (2010) e Mondada & Dubois (2013), para a referenciação; Koch & Marcuschi (1998), Koch (2009, 2011a), Koch & Elias (2008, 2009), para a progressão referencial; e Adam (2008), para as sequências argumentativas e para os planos de texto. Os resultados obtidos em nossa análise evidenciam o uso das expressões nominais definidas como importante estratégia de progressão referencial, que permitem, ao interlocutor, reconhecer, por meio das escolhas feitas pelo produtor, o propósito comunicativo. Por outro lado, evidenciam, também, a complexidade dos encadeamentos textuais de enunciados, particularmente das sequências textuais argumentativas, que requerem um olhar muito mais amplo que o propriamente linguístico e estrutural

Made available in DSpace on 2016-04-28T19:34:10Z (GMT). No. of bitstreams: 1 LPO - Yone P Sanches.pdf: 15015136 bytes, checksum: 9df149c32af2ea67f2e584ef47f64ac0 (MD5) Previous issue date: 2006-10-23 / This work is inserted in the research of Reading, Writing and Education of the Portuguese Language, and its theme is the production of dissertative-argumentative texts on the 1st year of High School. Our objective is to verify problems related to the use of the textuality principles: cohesion and coherence and of the superestructures, from the theoretical estimate of the Textual Linguistic, on a sociocognitive-interactional perspective. Our intention is to contribute with reflections and perspectives that may direct, in classroom, the teaching of the production of written texts, specifically the dissertative-argumentative ones. The corpus selected is established by 76 dissertativeargumentative writings, produced by the students of the 1st year, of Antonio Padilha High School, located in the city of Sorocaba, when SARESP 2004 s exame was realized. In order to direct our studies, we elaborated two research questions: Do the students have problems related to the principles of textuality (cohesion and coherence), that affects the development of their dissertative-argumentative writing's content? and, do they have problems related to the use of the superestructure of the dissertative-argumentative text and to the categories that compose it? The results in this study, have evidenced that the adequate use of the principles of textuality: cohesion and coherence, coherence metarules and textual superestructure contributing for comunicative ability of the students, by means of written texts / Este estudo insere-se na linha de pesquisa de Leitura, Escrita e Ensino de Língua Portuguesa e tem como tema a produção de textos dissertativo-argumentativos no 1.° ano do Ensino Médio. Nosso objetivo é verificar problemas relacionados ao uso dos princípios de textualidade: coesão e coerência e ao emprego da superestrutura, à luz dos pressupostos teóricos de estudiosos da Lingüística Textual, numa perspectiva sociocognitivo-interacional. Nossa intenção é contribuir com reflexões e perspectivas que possam nortear, em sala de aula, o ensino de produção de textos, especificamente os dissertativo-argumentativos. O corpus selecionado é constituído por 76 redações dissertativoargumentativas produzidas por alunos do 1°ano do Ensino Médio da E. E. Antonio Padilha, localizada em Sorocaba, durante a prova do SARESP de 2004. A fim de direcionar nossos estudos, elaboramos duas perguntas: os alunos têm problemas relacionados aos princípios de textualidade (coesão e coerência) que afetam o desenvolvimento do conteúdo das redações dissertativo-argumentativas? Eles têm problemas relacionados ao emprego da superestrutura do texto dissertativo-argumentativo e às categorias que a compõem? Os resultados deste estudo mostraram que o uso adequado dos princípios de textualidade: coesão e coerência, das metarregras de coerência e da superestrutura textual auxilia na coerência global do texto, contribuindo, assim, para a eficácia comunicativa dos alunos por meio de textos escritos