This study, titled: Veja magazine titled and the mechanisms of making sense, aims to understand the investment discursive Veja magazine in the construction of meaning effects on itself and the facts. We made a theoretical option for the Analysis of Speech because it allows us to go beyond the transparency of language and into their opacity, taking into account the historicity of the constitutive of what to say. The study found that the movement of meaning in speeches of Veja magazine if given from their association with the ideological formation of capital, the dynamics of explicit directions by what was said and by what wasn t. The way of functioning of discourse Veja magazine reiterates the dominant discourse about the objectivity brought to visibility in its senses told some, hiding / silencing others, restoring from an effect of evidence, certain senses as the only possibility brought. Inserted into the logic of capital, whose objective is profit, and magazine sells its merchandise, coating them with an aesthetic fit for consumption and as a means of communication to get support in its say about the objectivity, the magazine builds on itself same effect on jurisdiction to ensure credibility for its say. Veja magazine produces / reproduces, through discourse, the logic of the system, while producing discourse itself, establishing the objectivity and sense over itself. / Este estudo, intitulado A revista Veja e os mecanismos de construção dos sentidos, tem como objetivo compreender o investimento discursivo desta revista na construção dos efeitos de sentidos a respeito dela mesma e dos fatos. Fizemos a opção teórica pela Análise do Discurso porque esta nos permite ir além da transparência da linguagem e adentrar sua opacidade, levando em conta a historicidade constitutiva do dizer. O estudo revelou que o movimento de sentidos no discurso de Veja se dá a partir de sua vinculação à formação ideológica do capital, explicitado na dinâmica dos sentidos pelos ditos e não ditos. O modo de funcionamento do discurso de Veja reitera o discurso dominante sobre a objetividade posta ao dar visibilidade em seu dito a determinados sentidos, ocultando/silenciando outros, instaurando, a partir de um efeito de evidência, determinados sentidos como a única possibilidade posta. Inserida na lógica do capital, cujo objetivo é o lucro, a revista vende sua mercadoria, revestindo-a de uma estética própria para o consumo e, enquanto meio de comunicação, para adquirir respaldo em seu dizer sobre a objetividade, a revista constrói sobre si mesma um efeito de competência que angaria credibilidade para o seu dizer, produzindo/reproduzindo, pelo discurso, a lógica do sistema, ao tempo que produz discursivamente a si mesma.

Cette recherche s'appuie sur deux considérations majeures : l'importance du français, particulièrement de l'écrit pour les lycéens algériens, et la situation d'échec à l'épreuve du français du baccalauréat. Parce que beaucoup d'élèves sont censés lire en français à l'université, il est indispensable de les préparer, dès les cycles antérieurs, à posséder des compétences en compréhension de l'écrit.Cette thèse explore en particulier les capacités d'un groupe de lycéens à lire finement des textes variés de langue française, dans le dessein de construire du sens de manière autonome et ce par le biais de la stratégie du questionnement. L'hypothèse axiale est que ces élèves échouent en lecture car on ne leur a pas appris à questionner des textes. Cette hypothèse centrale génère deux sous-hypothèses. D'abord, afin que les élèves atteignent cette zone de développement rarement sollicitée à savoir le questionnement autonome, l'étayage explicitatif de cette stratégie par l'enseignant s'avère incontournable. C'est de l'inter-questionnement que les élèves apprennent l'intra-questionnement. Ce changement de représentation dans l'acte de lire induit une réflexivité qui, à son tour, développe l'activité métacognitive. D'où le fait que cette recherche est arrimée à un ancrage théorique résolument socioconstructiviste.Sur le plan méthodologique, cette recherche s'inscrit dans une perspective de didactique expérimentale. Deux groupes, l'un expérimental et l'autre contrôle, ont participé à une expérimentation de classe. Les élèves des deux groupes ont été invités à questionner les mêmes textes de manière interprétative, sur les implicites et sur les informations essentielles. Deux épreuves, l'une extraite de PISA 2000 et l'autre construite par nous appelée « questionnement synthétique » ont constitué un pré-test et un post-test pour vérifier le niveau des deux classes en compréhension de l'écrit (surtout en compréhension fine) et ce en amont et en aval de l'expérimentation. Celle-ci a été réalisée suite à une enquête extensive préalable portant sur les représentations de la lecture-compréhension et constituant une toile de fond relative au contexte de l'enseignement-apprentissage de celle-ci dans les lycées algériens. Ont participé à cette enquête 44 enseignants et 305 élèves appartenant à une wilaya (un département) d'Algérie.Les résultats obtenus à l'enquête et à l'expérimentation didactique montrent que l'enseignement-apprentissage du questionnement pour permettre une compréhension fine des textes est possible. Ces conclusions méritent d'être confortées par d'autres recherches sur d'autres populations et d'autres types de textes que ceux utilisés dans cette recherche. Une entreprise vivement souhaitable car elle permet de doter les élèves d'une stratégie efficace et d'en faire des lecteurs autonomes et responsables. / This research leans on two major considerations: the importance of French, particularly written French, for Algerian high school students, and the high failure rate for the written French exam for the high school diploma. As many pupils are supposed to read in French at university, it is crucial to prepare them, during high school, to possess the necessary skills to understand written comprehension.This thesis investigates the capacity of a group of high school students to read thoroughly, varied French texts, with the objective to construct meaning in an autonomous way and it is by means of using the strategy of questioning. The principal hypothesis is that these pupils fail in reading because they were not taught to question texts. This central hypothesis generates two sub-hypotheses. At first, in order for pupils to reach this zone of development, rarely required (knowing how to question autonomously), the support of this strategy by the teacher proves to be unavoidable. It is with inter-questioning that the pupils learn intra-questioning. This change of representation in the act of reading leads to a reflection that, in turn, develops the meta-cognitive activity. As such this research is theoretically anchored no a determinedly socio-constructivist perspective.On the methodological plan, this research is incorporated in an experimental didactic perspective. Two groups, the one experimental and the other, the control, participated in a class experiment. The pupils of both groups were invited to question the same texts in an interpretative way, on implicit and on essential information. Two tests; the one extracted from PISA 2000 and the other one we created called" synthetic questioning " constituted a pre-test and a comment-test to verify the level of both classes in understanding written comprehension (especially in thorough comprehension) and it before and after to the experiment. This was realized further to a preliminary extensive investigation concerning the representations of reading-comprehension and establishing a foreground in the teaching - learning context in Algerian high schools. 44 teachers and 305 pupils from wilaya in Algeria, participated in this investigation.The results obtained in the Survey and in the didactic experiment; show that the teaching - learning of questioning to allow a thorough comprehension of texts is possible. These conclusions merit to be consolidated by the other studies on the other populations and the other types of texts than those used in this research. A much needed endeavour that allows the pupils to be endowed with an effective strategy and to make them autonomous and responsible readers.

No description available.

Made available in DSpace on 2016-04-28T19:34:45Z (GMT). No. of bitstreams: 1 Luciene Euzebio de Carvalho.pdf: 948463 bytes, checksum: 2819ac46baf7fbd0b4f4b24b64e1dbeb (MD5) Previous issue date: 2010-05-24 / Secretaria da Educação do Estado de São Paulo / This dissertation inserts in the research line Reading, Writing and Teaching of Portuguese Language and has as object of study the relevance of the anaphoras, marks that guarantee the progression of the felt reference and the construction of in the text. The difficulty of reading and understanding observed in classroom guided the accomplishment of this research.The objective of this work is to contribute for the studies of Portuguese Language with special prominence for the reading. The specific objectives are: 1 - To observe and to reflect on the strategies of referencing used by the reader to process the enrolled information in the opinion article, having for parameter the study of the anaphoric relations. 2 - To verify and to demonstrate the paper of the anaphoras to assure the progression semantics of the literal reference, as well as the production of decurrent direction of its use. To reach the objectives, we consider authors who deal with the referencing, as Mondada and Dubois (1995, 2003), Koch (2003, 2006), Koch and Elias (2006), among others. The referral strategies were discussed from the perspective of Apothéloz and Reichler-Béguelin (1995).Is the same lection by Koch and Elias (2006), Kleiman (2002), Pozo (2002), amongst others. About the study of genres and textual sequences the theoretical basement has for anchorage the studies of in Marcuschi (2005, 2006, 2008), of Bonini et. alli. (2005), of Adam (1992), and Charaudeau (2009). The results gotten in the analysis of the opinion article indicate that the anaphoric strategies guarante the progression of the reference in the text and by means of them if they provide directions that provide the reading comprehension, a time who they are linked to cognitive and linguistic processes.Therefore, the reading process is responsible for the deciphering both the textual strategies and cognitive that constitute the direction of the text / Esta dissertação insere-se na linha de pesquisa Leitura, Escrita e Ensino da Língua Portuguesa e tem como objeto de estudo a relevância das anáforas, marcas que garantem a progressão da referência e a construção de sentidos no texto. A dificuldade de leitura e compreensão observada em sala de aula orientou a realização da pesquisa. O objetivo deste trabalho é contribuir para os estudos de Língua Portuguesa com especial destaque para a leitura. Os objetivos específicos são: 1 - Observar e refletir sobre as estratégias de referenciação empregadas pelo leitor para processar as informações inscritas no artigo de opinião, tendo por parâmetro o estudo das relações anafóricas. 2 - Verificar e demonstrar o papel das anáforas para assegurar a progressão semântica da referência textual, bem como a produção de sentido decorrente de seu uso. Para atingirmos os objetivos, consideramos autores que tratam da referenciação, como Mondada e Dubois (1995, 2003), Koch (2003, 2006), Koch e Elias (2006), entre outros. As estratégias de referenciação foram abordadas sob a ótica de Apothéloz e Reichler-Béguelin (1995). Trata-se igualmente da leitura sob a ótica de Koch e Elias (2006), Kleiman (2002), Pozo (2002), Smitth (1988, 1999) dentre outros. Quanto ao estudo dos Gêneros e sequências textuais, o embasamento teórico tem por ancoragem os estudos de em Marcuschi (2005, 2006, 2008), de Bonini et. alli. (2005), de Adam (1992), e de Charaudeau (2009). Os resultados obtidos na análise do artigo de opinião indicam que as estratégias anafóricas garantem a progressão da referência no texto e por meio delas se estabelecem sentidos que proporcionam a compreensão textual, uma vez que estão ligadas aos processos linguísticos e cognitivos. Portanto, o processo de leitura é responsável pela decifração tanto das estratégias textuais quanto das estratégias cognitivas que constituem o sentido do texto

Made available in DSpace on 2016-04-28T18:22:39Z (GMT). No. of bitstreams: 1 Silvia Christina Monteiro de Oliveira.pdf: 892644 bytes, checksum: 28878daed70753fe1d4d80f79e194877 (MD5) Previous issue date: 2013-02-25 / The present dissertation aims at questioning how teachers and students construct their ethnic/racial issues in the classroom through reading. The thesis focuses on the study of reading and interpretation of the rap in the form of Caetano Veloso poem, Slave Ship, and aims to contribute to the development of text reading and understanding. Moreover, it reflects on the situation of the students of African descent, seeking to reflect on the importance of the enforcement of law number 10.639.909/ 2003 at schools. As the type of text worked out in the research is literary and has many metaphors, and a large fraction of the public schools do not prepare their students for the skills and competencies needed in this kind of reading, I support the Cultural-Historical Theory (Vygotsky, 1934) and point out the importance of this support when it comes to reading as a social practice. Regarding methodological procedures, action research (Thiollent, 1982) was developed under a qualitative approach and was aimed at analyzing the actions of a teacher of Portuguese and her students over three reading classes. The instrument used for data generation was the recording of classes in which there was the "thinking together" process (Pontecorvo, 2005). The categories of linguistic analysis are proposed by Orsolini (2005), Pontecorvo (2005) and Kebrat Orechioni (2006). In data analysis I sought to discuss the pedagogical actions in the classroom in order to understand how teachers and students construct their ethnic/racial issues in reading lessons. The survey results allow to say that the actions of the researcher teacher - the practice of mediation and reading interaction- enabled the development of students as critical and reflective readers, and there was an appreciation of Afro-Brazilian Culture and History. Finally, this research allowed the researcher teacher to think about possible affirmative pedagogic action around the blackness in order to propose a school prepared to recognize and assimilate the diversity in school life and to provide students the opportunity to reflect critically on the ethnic/racial issues in the classroom / Este trabalho tem por objetivo questionar como professor e aluno constroem as questões étnico-raciais em sala de aula por meio da leitura. A tese está centrada no estudo de leitura e interpretação do rap em forma de poema, O Navio Negreiro, de Caetano Veloso, e tem como objetivos contribuir para o desenvolvimento da leitura e compreensão de texto, além de refletir acerca da situação do aluno afrodescendente visando à importância da aplicação da Lei 10.639 909/ 2003 nas unidades escolares. Como o texto trabalhado na pesquisa é de caráter literário e apresenta muitas metáforas e, grande parte das escolas públicas não prepara seus alunos para as habilidades e competências de leitura desse tipo de texto, me apoio na teoria sócio-histórico cultural (Vigotsky, 1934) e aponto a importância desse suporte no que tange à leitura como prática social. Com relação aos procedimentos metodológicos, a pesquisa ação (Thiollent ,1982) foi desenvolvida sob um enfoque qualitativo e teve como meta analisar as ações de uma professora de Língua Portuguesa e de seus alunos no decorrer de três aulas de leitura. O instrumento utilizado para a geração de dados foi a gravação de aulas nas quais houve o pensar em conjunto (Pontecorvo, 2005). As categorias de análise linguística são propostas por Orsolini (2005), Pontecorvo (2005) e Kebrat Orechioni (2006). Na análise de dados procurei discutir as ações pedagógicas em sala de aula a fim de entender como professor e aluno constroem as questões étnico-raciais nas aulas de leitura. Os resultados da pesquisa permitem dizer que as ações da professora pesquisadora na prática de mediação e interação de leitura possibilitaram a formação dos alunos como leitores crítico e reflexivos e, houve uma valorização da Cultura e da História Afro- brasileira. Por fim, esta pesquisa permitiu ao professor pesquisador pensar em possíveis ações afirmativas e pedagógicas em torno da negritude com o intuito de propor uma escola preparada para reconhecer e assimilar a diversidade no cotidiano escolar além de oferecer aos alunos a oportunidade de refletirem criticamente sobre nas questões étnico-raciais em sala de aula

In many institutional settings in today’s globalized job market, people have to deal with different role asymmetries in the co-construction of meaning. In this study, institutional, cultural and linguistic asymmetries are focused on in interviews at an employment agency in Sweden. Interviews between a recruiter and fourteen female job candidates with an academic background from other countries were video taped. Three sequences on personality were analysed: What do you consider to be your strengths? What personal characteristics do you want to improve? and What has made an impact on you? The general aim of the study was to gain knowledge of the processes whereby self-presentations are co-constructed and how participants try to reach common understanding when they do not share common linguistic and cultural resources. Theoretically, the study has a dialogical framework. Discourse is seen as the place where society, culture, situation, individual and language meet and where meaning is constructed through social action. Within an interactional sociolinguistics framework, an holistic approach to methods combines ethnography of communication with ethnomethodology and conversation analysis. The results show that the meaning-making project in this institutional situation is institutionally framed, culturally hidden, socially constrained by face-work and interactionally embedded. The recruiter orients to the institutional frame by embedding reformulations of the candidates’ answers in her uptake, often an adjective, which is filled in on a form and later transferred to a data base. The recruiter also takes on the face-work of the communicative dilemmas that the questions exhibit, for example by using explanations when candidates admit to low self-confidence. It is also shown that for some candidates the hidden agenda of the situation is concealed and that their communicative styles clash with the recruiter’s expectations. The asymmetrical situation can for the candidates be seen as both a resource and a constraint. The linguistic asymmetry is not foregrounded. Instead, the negotiation of meaning concerns the institutional and cultural frame rather than linguistic meanings. On the other hand, the recruiter shows a tendency to normalize the candidates according to her own institutional and cultural knowledge. This dynamic interplay between heterogenization and homogenization tendencies is an important feature in the interviews.

The purpose of the study was to field test a unit of lessons in which students explore how a variety of social issues and value systems impact the meaning expressed in their artwork. By exposing students to different systems of belief, their historical contexts, and providing opportunities for students to discuss, research and symbolically express meaning I hope to develop critical thinking skills; promote increase in the social conscience of teenagers; help students develop critical thinking skills; promote student active involvement in their community at large; encourage social activism; and help students become part of the larger global community. The study utilized pre and post written tests, student artwork, student written responses and an auto-ethnographic approach to document student outcomes. Although evidence of progress was observed there is a need for additional research about ways art education might be used to assist students in the development of a social conscience and awareness of the global community.

Made available in DSpace on 2015-05-14T12:42:33Z (GMT). No. of bitstreams: 1 parte1.pdf: 2112359 bytes, checksum: 760e8546c9df7d76ee0de1133711105d (MD5) Previous issue date: 2009-07-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation investigates the mean constitution virtual classes. Assuming that the mean is formed by multiple semiosis: linguistic and paralinguistic, in certain contexts locally, the flow of social interaction. By sociocognitive perspective of the meaning, we use the language of participants in the virtual classroom for higher education institutions and medium to investigate the construction of meaning. By qualitative methodology of exploratory face, whereby we can identify general social processes from a specific context, such as virtual classes, developed, in begun, a selective analysis of the collected material, indirectly, and then undertook analysis of the categories previously established. In compliance with our principal objective interpret the mental spaces, enabled by linguistic semiosis, extending our analysis to paralinguistics and contextual factors underlying the construction of meaning. The test results gave account of our questions and our assumptions, therefore, point to the fact that mental spaces, enabled by linguistic semiosis, are mental structures consisting of frames, idealized cognitive models (ICM), and projections metaphorical metonymy, result of our way to categorize and conceptualize our experiences. We had as a result of analysis that both the users of virtual environments of high school and higher education showed characteristics of a digital language for example: shortening, lengthening of consonants and vowels, no punctuation and others. We also noticed that users from multiple semiosis: linguistic and paralinguistic, negotiated meanings in the flow of interaction and participation in the virtual classes require the ability for users to understand communicative intents, became the meaning goes beyond the decoding of the message, and in order that the elements and linguistic and paralinguistics are activators of the sense. / Esta dissertação investiga a construção do sentido em aulas virtuais. Partimos do pressuposto de que o sentido é constituído por múltiplas semioses: linguística e paralinguística, em contextos localmente determinados, no fluxo da interação social. Guiados pela perspectiva sociocognitiva da significação, tomamos a língua em uso de participantes de aulas virtuais de instituições de ensino superior e médio para investigar a construção do sentido. Baseados numa metodologia qualitativa de caráter exploratório, segundo a qual, podemos identificar processos sociais gerais, a partir de um contexto particular, como no caso de aulas virtuais, desenvolvemos, inicialmente, uma análise seletiva do material coletado, indiretamente, e, em seguida, procedemos a análise das categorias previamente estabelecidas. Em cumprimento de nosso objetivo principal interpretamos os espaços mentais, ativados pela semiose linguística, estendendo nossas analises aos elementos paralinguísticos e contextuais subjacentes à construção do sentido. Os resultados das análises deram conta de nossos questionamentos e de nossas hipóteses, pois, apontam para o fato de que os espaços mentais, ativados pela semiose linguística, são estruturas mentais constituídas por frames, Modelos cognitivos idealizados (MCI), projeções metafóricas e metonímicas, resultantes de nossa maneira de categorizar e conceptualizar nossas experiências. Tivemos como resultado de análise que tanto os usuários de ambientes virtuais do ensino médio, como do ensino superior apresentaram características peculiares da linguagem digital a exemplo de: abreviação, alongamento de consoantes e vogais, ausência de pontuação entre outras. Verificamos também que os usuários, a partir de múltiplas semioses: linguística e paralinguística, negociaram sentidos no fluxo da interação e que a participação em aulas virtuais requer dos usuários a competência para compreender intenções comunicativas, pois o sentido vai além da decodificação da mensagem, tendo em vista que os elementos linguísticos e paralinguísticos são ativadores do sentido.

Made available in DSpace on 2015-05-14T12:42:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5599283 bytes, checksum: 5e3f4ab688e9947d93932e4104d408da (MD5) Previous issue date: 2012-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper presents the results of the study on the construction of meaning in drug advertisements found in the O Parahybano newspaper, 1892. It is assumed that every statement in the construction of meaning, is influenced and formed by elements such as structure, content, style, and outside factors such as context, not only in production as in reception of meaning. As a general goal, we tried to analyze a corpus of advertisements relating to drugs taken from the newspaper The Parahybano the year 1892 with a view to understanding the formation/production of meaning in the advertisement genre. To this end, we sought the Theory of Enunciation inspired in the studies developed by Bakhtin and other theorists who follow this perspective, as Barros (2001), Brait (2005), Flowers and Teixeira (2000) and Marcuschi (2003). Other authors were fundamental to the work on the historical contextualization of the newspaper as a vehicle for communication and support, as Nicholas (2009), Martins (1978), Araújo (1986), Gonzales (2003) Chartier (1999a and 1999b), Barbosa (2007 and 2010) among others. The methodology applied in this study consisted in the selection of the corpus - comprising nine drug ads, published in The Journal Parahybano, 1892 -, followed by literature review, in order to make an analysis by a multitheorical approach from the dialectical, inductive and bibliographic and documental research methods. It was observed that the advertisement genre here presented reveals how he aimed to circulate information or promote the sale of products or services in the nineteenth century. Still, it was found that the ad is characterized as a genre by having a relatively stable form as concrete statement and that the question of the meaning/theme of the thematic content, along with the compositional construction and style, marked by the nuances of being a specific human activity in the social-verbal sphere, both characterize and define the discursive genre as they are fundamental of meaning of [re] construction to the process. / Este trabalho apresenta os resultados do estudo realizado sobre a construção do sentido nos anúncios publicitários de remédios encontrados no jornal O Parahybano, de 1892. Partiu-se do princípio de que todo enunciado, na construção do sentido, é influenciado e constituído por elementos como a estrutura, o conteúdo, o estilo, além de fatores exteriores, como o contexto, não só na produção como na recepção do sentido. Como objetivo geral, procurou-se analisar a formação/produção de sentido no gênero anúncio publicitário, a partir de um corpus composto dos anúncios publicitários referentes a remédios encontrados no jornal O Parahybano do ano de 1892. Para tanto, buscou-se a Teoria da Enunciação inspirada nos estudos desenvolvidos por Bakhtin e diversos teóricos, como Barros (2001), Brait (2005) e Flores e Teixeira (2000). Outros autores foram fundamentais à pesquisa relativos à contextualização histórica do jornal como veículo de comunicação e suporte, como: Nicolau (2009), Martins (1978), Araújo (1986), Gonzales (2003), Marcuschi (2003), Chartier (1999a e 1999b), Barbosa (2007 e 2010) dentre outros. A metodologia aplicada neste trabalho consistiu na seleção do corpus composto por nove anúncios de remédios, publicados no jornal em questão , seguida da revisão bibliográfica, para se fazer as análises através de uma abordagem multiteórica, a partir dos métodos dialético, indutivo e de pesquisas bibliográficas e documentais. A análise revelou que o gênero anúncio teve o propósito de circular informações ou promover a venda de produtos ou serviços no século XIX. Ainda constatou-se que o anúncio se caracteriza como um gênero por apresentar uma forma relativamente estável como enunciado concreto e que a questão do conteúdo temático, juntamente com a construção composicional e o estilo, ao serem marcados pelas nuances de uma atividade humana específica na esfera sócio-verbal, tanto caracterizam e definem o gênero discursivo como são fundamentais ao processo de [re]construção de sentido.

Made available in DSpace on 2014-12-17T15:06:56Z (GMT). No. of bitstreams: 1 EmanuellePLD_DISSERT.pdf: 3484229 bytes, checksum: 75e89ccc4ee9d22171dc5c5bba2d5910 (MD5) Previous issue date: 2012-03-16 / Beneath the theoretical assumptions of Cognitive Linguistics contemporary, we analyze the cognitive processes underlying the construction of the reference in the text. To do so, we choose as corpus the written textual productions of undergraduates at the Department of Distance Education/UFRN provided in sections of responses of presential evaluation activities and activities in the Moodle virtual ambience. These activities and texts were produced in the discipline of Reading, Interpretation and Textual Production taught in the courses of Chemistry, Physics, Mathematics, Biology and Geography we monitor during the period of 2008.1 to 2010.1. Through the analysis of discursive productions, it was evident that the construction of the reference is made by means of the activation and manipulation of information acquired through our perceptual and social experiences. Thus, we confirm the cognitive assumption that the linguistic clues available in the texts of the activities serve as guides towards cognitive domains that activate the process of building reference / Sob os pressupostos te?ricos da Lingu?stica Cognitiva contempor?nea, analisamos os processos cognitivos subjacentes ? constru??o da refer?ncia no texto. Para tanto, escolhemos como corpus as produ??es textuais escritas de graduandos da Secretaria de Educa??o a Dist?ncia/UFRN dispostas nas se??es de respostas das atividades avaliativas presenciais e em atividades desenvolvidas no ambiente virtual moodle. Essas atividades e textos foram produzidos na disciplina de Leitura, Interpreta??o e Produ??o Textual, ministrada nos cursos de Qu?mica, F?sica, Matem?tica, Biologia e Geografia, que monitoramos durante o per?odo de 2008.1 a 2010.1. Atrav?s da an?lise das produ??es discursivas, ficou evidente que a constru??o da refer?ncia se d? por meio da ativa??o e manipula??o de informa??es adquiridas atrav?s de nossas viv?ncias perceptuais e sociais. Desse modo, ratificamos o pressuposto cognitivista de que as pistas lingu?sticas dispon?veis nos textos das atividades funcionam como guias de sentido que ativam dom?nios cognitivos no processo da constru??o da refer?ncia