Orientador: Zacarias Pereira Borges / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T19:54:46Z (GMT). No. of bitstreams: 1 Barroso_EdnaRodrigues_D.pdf: 2713093 bytes, checksum: ac6d0bd1cd6636c8e3703be3a7d83129 (MD5) Previous issue date: 2011 / Resumo: O trabalho teve como objetivo analisar as políticas públicas da Educação do Campo pela articulação entre discursos, textos e políticas. Para tanto, consideramos: a) o recorte temporal a partir dos anos 1990; b) o atendimento escolar das populações rurais; c) a reivindicação de uma educação no e do campo; d) os processos de influências e de produção dos discursos, textos e políticas acerca da temática. A pesquisa permitiu a reflexão sobre a articulação entre textos, discursos e políticas no âmbito da proposição. Também examinou o conjunto de influências e disputas entre os envolvidos e investigou a construção e incorporação, na agenda política e educacional do país, dos discursos e textos sobre a Educação do Campo. Aplicou-se, como referencial analítico, a abordagem do Ciclo das Políticas, elegendo dois Contextos, o de Influência e o de Produção de Textos. Já o referencial teórico, a Análise do Discurso Textualmente Orientada, permitiu o acesso e captação do discurso do corpus documental, formado por um conjunto de textos orientadores e oficiais sobre Educação do Campo e em circulação no cenário político e pedagógico brasileiro. A análise procurou apreender a tridimensionalidade do discurso - como texto, prática discursiva e prática social - evitando a dicotomia entre discurso e prática. Os discursos e textos sobre a Educação do Campo configuram-se como efeitos das complexas relações entre Estado, movimentos e organizações sociais na perspectiva de institucionalização de políticas públicas e de disputas pelas hegemonias no meio rural brasileiro. O estudo das proposições da Educação do Campo identificou tanto contradições e tensões que permeiam o discurso sobre a questão quanto sua fertilidade e compromisso com as condições necessárias para que as populações do campo vivenciem o direito à educação. / Abstract: This work aims to analyze rural education policies in order to understand the interconnection of discourses, texts and policies. For such a purpose, it was considered: a) the period from 1990s on; b) the offering of rural education; c) claims regarding education for rural areas and claims related to the real existing one; d) influential processes and discourse production, texts and related policies. The research conducted to the reflection over articulation of texts, discourses and policies related to the proposed investigation object. It also examined a set of influences and disputes between involved actors and the construction and embodiment of discourses and rural education texts within the policy and educational agendas of Brazil. The analytical reference applied was the Policy Cycle Approach, electing two contexts: the Influential one and Text Production. The theoretical reference, in turn, was the Textually Oriented Discourse Analysis which allowed access and capture of the discourse documental corpus assembled by a set of official and orientation texts related to rural education that circulate accompanying the policy and educational scenarios in Brazil. The analysis attempts to apprehend the tri- dimensionality of discourse, as text, discourse praxis, and social praxis - avoiding the dichotomy between theory and practice. Discourses and texts versed on rural education configure themselves as effects derived from complex relationships between State, social movements, social organizations from a perspective of institutionalization of public policies and disputes for hegemony at Brazilian rural aeries. The study of Rural Education propositions identified tensions and contradictions, which permeate the discourse, as well as the fertility and compromise with necessary conditions to permit people from rural areas experience educational rights. / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-08T11:26:47Z No. of bitstreams: 1 Adriana Baldas Kutz Bertelli.pdf: 872211 bytes, checksum: a177556dda060972a40f18edfbe71783 (MD5) / Made available in DSpace on 2017-12-08T11:26:48Z (GMT). No. of bitstreams: 1 Adriana Baldas Kutz Bertelli.pdf: 872211 bytes, checksum: a177556dda060972a40f18edfbe71783 (MD5) Previous issue date: 2017-11-29 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The objective of this master's thesis is the critical examination of the role of language in the construction of context in the persuasive process present in the editorial entitled "O Quinto Centenário” (The Fifth Centenary), published in the newspaper Folha de S.Paulo, on 24.04.2000. The research has the theoretical-methodological support of Systemic-Functional Linguistics (SFL), which involves the notion of evaluation (MARTIN, 2000, 2003), the ethical, aesthetic and emotional evaluation – in the construction of a "textual world" that contributes to the context construction. Scholars, who deal with language and text (although the fact has been clear to rhetoric practitioners for millennia), have accepted it, that the implicit presentation of content may facilitate persuasion of the audience. Language works in social processes, actively constructing context, and, at the same time, it is its expression (LUKIN, 2013). In this process, meanings are influenced by the cultural context – genre – and by the situational context – register – in which they are exchanged (HALLIDAY, 1994, 2004). Language is a "way of action" and not just an "expression of thought" as it relates to the relationships between text, context and their extensions (MALINOWSKI, 1935). Relating to these questions, research also has the support of Critical Linguistics (FOWLER, 1991), for which any aspect of the linguistic structure carries ideological significance. For sociologists, journalistic news is a commodity in the business process of providing forms of consciousness. The research, of a critical nature, answers the following questions: (a) What "context-building" work does the editorial genre examined do? (B) What role does the construction of context play in the persuasive process that runs through the editorial? The results show the construction of a context that is based on the knowledge of the reader, present in its frame, in a process of intersubjectivity, which makes it complicit in the intentions of the newspaper. Thus, the editorial constructs a discourse that is coherent in this "textual world" (DOWNING 2003), although unilateral in the underlay of the text, made by the news provider in line with ideas of controlling groups in an industrial-capitalist society, because the newspaper is an industry with its own commercial interests / O objetivo desta dissertação de mestrado é o exame crítico da função da língua na construção de contexto no processo persuasivo presente no editorial intitulado “O Quinto Centenário”, publicado no jornal Folha de S.Paulo, em 24.04.2000. A pesquisa tem o apoio teórico-metodológico da Linguística Sistêmico-Funcional (LSF), que envolve a noção de avaliatividade (MARTIN, 2000, 2003), a avaliação ética, estética e de emoções – na construção de um “mundo textual” que contribui na construção de contexto. Tem sido aceito por estudiosos que tratam da língua e do texto (embora o fato já estivesse claro para os profissionais da retórica, por milênios) que a apresentação implícita de conteúdo pode facilitar a persuasão da audiência. A língua trabalha nos processos sociais, construindo ativamente o contexto, ao mesmo tempo em que ela é também sua expressão (LUKIN, 2013) e, nesse processo, os significados são influenciados pelo contexto cultural – gênero – e pelo contexto situacional – registro – em que são intercambiados (HALLIDAY, 1994, 2004). A língua é um modo de ação e não apenas uma expressão do pensamento no que se refere às relações entre texto, contexto e suas extensões (MALINOWSKI, 1935). Nessas questões, a pesquisa conta também com o apoio da Linguística Crítica (FOWLER, 1991), para a qual qualquer aspecto da estrutura linguística carrega significação ideológica. Para os sociólogos, o noticiário jornalístico é uma mercadoria no processo empresarial de fornecimento de formas de consciência. A pesquisa, de natureza crítica, responde às seguintes perguntas: (a) Que trabalho de “construção de contexto” faz o gênero editorial examinado? (b) Que papel exerce a construção de contexto no processo persuasivo que percorre o editorial? Os resultados mostram a construção de um contexto que se apoia no conhecimento do leitor, presente em seu frame, num processo de intersubjetividade, que o faz cúmplice das intenções do jornal. Assim, o editorial constrói um discurso que é coerente nesse “mundo textual” (DOWNING 2003), embora unilateral na subjacência do texto, feito pelo provedor da notícia em consonância com ideias de grupos controladores numa sociedade industrialcapitalista, porque o jornal é uma indústria com seus próprios interesses comerciais

This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts. The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination. Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.

This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts. The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination. Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.

On the assumption that different registers of translated drama have different functions and that they therefore present information differently, the aim of the present study is to identify textual features that distinguish an Afrikaans stage translation from a page translation of Shakespeare's The Merchant of Venice. The first issue addressed concerns the nature and extent of lexical cohesion in these two registers. The second issue concerns my contention that the dialogue of a stage translation is more "involved". (Biber 1988) than that of a page translation. The research was conducted within the overall Descriptive Translation Studies (DTS) paradigm but the analytical frameworks by means of which these aims were accomplished were derived from text linguistics and register variation studies, making this an interdisciplinary study. Aspects of Hoey's ( 1991) bonding model, in particular, the classification of repetition links, were adapted so as to quantify lexical cohesion in the translations. Similarly, aspects of Biber's (1988) multi-dimensional approach to register variation were used to quantify linguistic features that signal involvement. The main finding of the study is that drama translation register (page or stage translation) does have a constraining effect on lexical cohesion and involved production. For Act IV of the play an overall higher density of lexical cohesion strategies was generated by the stage translation. In the case of the involved production features analysed, the overall finding was that the stage translation displayed more involvement than the page translation, to a statistically highly significant extent. The features analysed here cluster together sufficiently to reveal that in comparison with an Afrikaans page translation of a Shakespeare play, a recent stage translation displays a definite tendency towards a more oral, more involved and more situated style, reflecting no doubt a general modern trend towards creating more appropriate and accessible texts / Linguistics / D. Litt. et Phil. (Translation Studies)

On the assumption that different registers of translated drama have different functions and that they therefore present information differently, the aim of the present study is to identify textual features that distinguish an Afrikaans stage translation from a page translation of Shakespeare's The Merchant of Venice. The first issue addressed concerns the nature and extent of lexical cohesion in these two registers. The second issue concerns my contention that the dialogue of a stage translation is more "involved". (Biber 1988) than that of a page translation. The research was conducted within the overall Descriptive Translation Studies (DTS) paradigm but the analytical frameworks by means of which these aims were accomplished were derived from text linguistics and register variation studies, making this an interdisciplinary study. Aspects of Hoey's ( 1991) bonding model, in particular, the classification of repetition links, were adapted so as to quantify lexical cohesion in the translations. Similarly, aspects of Biber's (1988) multi-dimensional approach to register variation were used to quantify linguistic features that signal involvement. The main finding of the study is that drama translation register (page or stage translation) does have a constraining effect on lexical cohesion and involved production. For Act IV of the play an overall higher density of lexical cohesion strategies was generated by the stage translation. In the case of the involved production features analysed, the overall finding was that the stage translation displayed more involvement than the page translation, to a statistically highly significant extent. The features analysed here cluster together sufficiently to reveal that in comparison with an Afrikaans page translation of a Shakespeare play, a recent stage translation displays a definite tendency towards a more oral, more involved and more situated style, reflecting no doubt a general modern trend towards creating more appropriate and accessible texts / Linguistics and Modern Languages / D. Litt. et Phil. (Translation Studies)