Made available in DSpace on 2014-12-17T15:07:09Z (GMT). No. of bitstreams: 1 FranciscoJCS_DISSERT.pdf: 3148033 bytes, checksum: 1d6e571d5bcd941b37b01b5a7eb6cb07 (MD5) Previous issue date: 2014-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study is part of interactional perspective, focusing on Conversation Analysis theories, from the Textual Interactive Perspective and Text Linguistics . This research, from its guiding questions, aims at understanding the interaction between teacher and students in the process of the knowledge construction as well as at describing, analyzing and understanding aspects of topical organization speech in the classroom in elementary school, observing the opening and closing procedures of the speech topics in that particular space. Considering that the procedures for opening and closing of discursive topics occur through language marks, we tried to identify which speech marks are used in the opening and closing of the topics studied in the classroom, in interaction during the collaborative process of the discourse established between teacher and students. Therefore, this study is based on authors who analyze specific questions of the text in real context of language use: Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pine (2005), Penhavel (2010), Galembeck (2012), Barros (1991), Marcuschi (1986 , 1990, 1991 , 1998 , 1999, 2003 , 2004a), Kerbrat - Orecchioni (2006), Favero (1999, 2002) and Galv?o (2004, 2010). As a methodology of investigation, the study is focused on the postulates of ethnographic research in order to carry out data collection, through audio and video recordings which were transcribed, according to the NURC project proposal, with some adaptations. Data analysis showed that the procedures for opening and closing of the speech topics occurred by the use of discourse markers, in particular the marker "then", allowing us to understand that these elements are important in the topical organization speech, contributing to ensure textual cohesion and coherence. We conclude that the organization of the discursive topic in the classroom occurs through events that support the explicitness of the content of teaching and learning, considering the diverse necessity of an institutional academic plan, whose main objective is the construction of knowledge / Este trabalho se insere em perspectivas interacionais, com base nos pressupostos da An?lise da Conversa??o, da Perspectiva Textual Interativa e da Lingu?stica de Texto. A partir da quest?o norteadora que busca uma compreens?o acerca da intera??o entre professor e alunos no processo de constru??o do conhecimento, temos como objetivos: descrever, analisar e interpretar aspectos da organiza??o t?pica em sala de aula no Ensino Fundamental, observando os procedimentos de abertura e fechamento dos t?picos nesse espa?o espec?fico. Partindo da expectativa de que os procedimentos de abertura e fechamento dos t?picos discursivos ocorrem por meio de marcas lingu?sticas, buscamos identificar que marcas s?o usadas nas aberturas e fechamentos dos t?picos na sala de aula investigada, no transcurso das intera??es durante o processo colaborativo do discurso instaurado entre professora e alunos. Assim sendo, embasamo-nos em autores que analisam quest?es espec?ficas do texto em situa??o concreta de uso da linguagem, entre estes, Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pinheiro (2005), Penhavel (2010), Galembeck (2012), Barros (1991), Marcuschi (1986, 1990, 1991, 1998, 1999, 2003, 2004a), Kerbrat-Orecchioni (2006), F?vero (1999, 2002) e Galv?o (2004, 2010). Metodologicamente, orientamo-nos nos postulados da pesquisa etnogr?fica, a fim de realizar a coleta dos dados, atrav?s de grava??es em ?udio e v?deo, que foram transcritos, em seguida, conforme a proposta do projeto NURC, com algumas adapta??es. A an?lise dos dados ressaltados revelou que os procedimentos de abertura e de fechamento dos t?picos ocorreram pelo uso de marcadores discursivos, em especial o marcador ent?o , propiciando-nos ? compreens?o de que esses elementos s?o importantes na organiza??o t?pica, contribuindo para assegurar a coer?ncia e a coes?o textual. Conclu?mos que a organiza??o do t?pico discursivo em sala de aula acontece mediante ocorr?ncias que auxiliam a explicita??o do conte?do de ensino e aprendizagem, tendo em vista ?s diversas necessidades de um plano acad?mico institucional, cujo objetivo principal ? a constru??o do conhecimento

This study sought to examine linguistic and discursive strategies used to construct messages reflective of the implementation of the HIV and AIDS policy for Zimbabwe of 1999 by government and private newspapers. Such analysis was perceived to be important since media content has a bearing on Zimbabweans‘ perception and attitudes regarding HIV and AIDS prevention, treatment and control. The study was aimed at comparing messages from newspapers with views by the people of Zimbabwe regarding the implementation of the policy. Findings reveal that empowerment programmes particularly those targeting women and children are lagging behind as Zimbabweans, literature and newspaper data sources testify. In addition, information sources concur that cultural (For example, stigmatisation, polygamy, religious practices, spouse inheritance) and structural (For example, patriarchy, masculinity, bureaucracy, politics) are stumbling blocks that negatively affect the implementation of the policy. Further, even though private and government newspapers do not fully agree on the portrayal of human agents, there is a general consensus between newspaper reports and Zimbabweans that people still face socio-economic and econo-political challenges that militate against the smooth implementation of the HIV and AIDS policy. Government newspapers tend to downplay aspects which reveal inadequacies of government activities. The study notes this as betrayal of use of ideological squares both by government and private newspapers whereby certain aspects regarding the implementation of the policy are either downplayed or highlighted to influence perception. The study reveals that newspaper reports used nominalisation, quantification, positive politeness, thematisation, rhematisation, intertextuality, euphemism, proverbs, idioms, action verbs, metaphors and citation of experts as linguistic and discursive strategies both for agenda setting and building purposes regarding the implementation of the HIV and AIDS policy. Other devices used particularly in the encoding of Operation Murambatsvina are, claptraps, deictic referencing, personal pronouns, adjectives and direct speech. The study attributes problems regarding the Zimbabwean HIV and AIDS intervention model to the top – down approach inherent in the policy. Hence, the call for an adoption of an unhu/hunhu/ubuntu inspired bottom – up HIV and AIDS intervention model in Zimbabwe. This would inculcate pro-family, pro-village, pro-nation/people and ―servant leadership‖ (Mangena and Chitando, 2011) values in the fight against the pandemic through the embracing of Indigenous Knowledge Systems (IKS). Unfortunately, such values largely continue to elude the radar of the current top – down HIV and AIDS intervention model cuurently in use in Zimbabwe. / African Languages / D. Litt et Phil. (African Languages)

GOMES, Dennytza Serra. Língua Brasileira de Sinais: Escolhas Lexicais e Desenvolvimento do Tópico Discursivo. 2009.104 f. Dissertação (Mestrado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2009. / Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-07-02T15:31:22Z No. of bitstreams: 1 2009_diss_DSerra.pdf: 5555481 bytes, checksum: 87b8757ef1f1e9b9afa0bbdf3340fece (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:09:34Z (GMT) No. of bitstreams: 1 2009_diss_DSerra.pdf: 5555481 bytes, checksum: 87b8757ef1f1e9b9afa0bbdf3340fece (MD5) / Made available in DSpace on 2013-10-10T14:09:34Z (GMT). No. of bitstreams: 1 2009_diss_DSerra.pdf: 5555481 bytes, checksum: 87b8757ef1f1e9b9afa0bbdf3340fece (MD5) Previous issue date: 2009 / This research analyzes the lexical choices used by the deaf to create and develop an appropriate level of interaction and identify strategies for integration, reformulation and resumed the topic of discourse that occur during the communicative act performed in sign language. To achieve these goals we hold you in the theory of conversational analysis, based on studies Marcuschi (1986) and Kerbrat-Orecchioni (2006). The concepts explored mediating the basic elements of conversation: the exchange of shifts, the topic of discourse markers and conversational. We also make an explanation of the Brazilian sign language based on the work of Quadros (1994) and Coutinho (2000). Our methodological approach has the type of interview, the subjects, materials used and procedures, or recordings of conversations, the manipulation of video, data transcription and selection of the corpus for analysis. Following the presentation of results begins with a quantitative survey that shows the number of signals obtained at each level of education study and analysis of lexical choices by showing how these choices can interfere with or contribute to the progression topical. From this, we can conclude that the lexical choices explain the vast repertoire of sign languages and show that they are not mere reproductions of the iconic oral languages. Moreover, we observed the difficulty of keeping to the topic that there are no significant breaks, but it is evident that this development topic may or may not occur and that this depends on the relevance established by the theme of interaction. / Esta pesquisa objetiva analisar as escolhas lexicais utilizadas pelo surdo para criar e desenvolver condições adequadas de interação e identificar as estratégias de inserção, reformulação e retomada do tópico discursivo que ocorrem durante o ato comunicativo realizado em língua de sinais. Para alcançar estes objetivos nos amparamos na teoria da Análise da Conversação, tomando como base os estudos de Marcuschi (1986) e Kerbrat-Orecchioni (2006). Os conceitos explorados perpassam pelos elementos básicos da conversação: a troca de turnos, o tópico discursivo e os marcadores conversacionais. Realizamos também uma explanação sobre a língua brasileira de sinais, baseada nos estudos de Quadros (1994) e Coutinho (2000). Nosso percurso metodológico apresenta o tipo de entrevista, os sujeitos, os materiais utilizados e os procedimentos, ou seja, as gravações das conversas, a manipulação dos vídeos, a transcrição dos dados e a seleção do corpus para análise. A seguir, a exposição dos resultados se inicia com um levantamento quantitativo que demonstra o número de sinais obtidos em cada nível de escolaridade estudado e a análise das escolhas lexicais demonstrando de que forma essas escolhas podem interferir ou contribuir para a progressão tópica. A partir disso, pudemos concluir que as escolhas lexicais explicitam o vasto repertório das línguas de sinais e evidenciam que estas não meras reproduções icônicas das línguas orais. Além disso, observamos a dificuldade de manutenção do tópico para que não ocorram quebras significativas, mas também, comprovamos que esse desenvolvimento tópico pode ou não ocorrer e que isso depende da relevância estabelecida pelo tema da interação.