This study was motivated by a variety of democratic experience in the world that interchangeably perplexes and inspires students of politics. To understand the processes by which democracies emerge, this study was launched to examine new democracies from a discursive perspective. Four main questions guided the inquiry: (1) Is there a rhetorical/discursive counterpart to the process of democratization? (2) If so, what are the rhetorical features and markers of democratic changes? (3) What specific discursive practices correlate with growth and/or decline of democracy? and (4) What practical value might there be to having a more sensitive measure of democratic growth and/or decline? To answer these questions, a critical discourse analysis was conducted on two genres of Russian public discourse juxtaposing lay (letters to the editor) and elite (editorials) voices in three national periodicals during four election seasons between 1996 and 2008. The analysis of lay discourse revealed (a) that ordinary Russians enjoy expressing their opinions, (b) that they are argumentative, (c) that their repertoire of political voices is rather small, and (d) that their discussions are gradually sliding toward trivial matters. These findings portrayed a public that is attentive to public affairs and speaks out in a forum. Elite voices, on the other hand, were found (e) to be mesmerized by politics, (f) to think of the political world as detached from ordinary life, and (g) to envision the audience of ironic bystanders. Together, these findings pointed to a conclusion that ordinary Russians are rarely summoned either to renew democracy or to improve upon it. Consequently, they rarely identify themselves as true democrats, although many of their discursive practices resemble those that are thought of as a staple of the democratic public sphere. / text

In 2006 the Capital Regional District (CRD) initiated an ADR process to resolve a regional dispute that arose from a proposed Regional Growth Strategy (RGS) amendment called Bylaw 3443. The ADR process itself is a provision within the RGS in the Local Government Act, Section 860. Bylaw 3443’s ADR process began with an interest-based facilitation that identified overlapping interests; however, by the end of the facilitation the dispute persisted. Although the facilitated intervention was unable to bring the parties to resolution, the submission chosen by the arbitrator closely resembled the recommendation put forward by the facilitator. The shift in process from facilitation to arbitration, and the content of the resolution itself, led to the central questions of this research. Considering the eventual outcome of arbitration, why did this dispute remain unresolved after facilitation? This qualitative research utilizes an inquiry-based methodology, a narrative interviewing technique and a discursive analysis. These combined methods enabled the examination of talk and text of participants. The analysis uses discursive notions of power, knowledge and agency to deconstruct descriptions and interpretation of events in the ADR process. The discursive analysis of participant’s actions supports the thesis that people’s conflict actions are shaped by discourse. In this instance, the actions of local governments in the dispute were shaped by the discourses of law, politics and facilitation. This research provides two recommendations. First, the ADR procedures outlined in Local Government Act, Section 860, should be revised to place a greater emphasis on a consensus model of ADR, such as mediation, and less emphasis on the command models of ADR, such as arbitration. Second, there is a sense in resolving political disputes through facilitation, however it recommends that those who facilitate and those that dispute need to be aware of the role discourse plays in shaping conflict and suggest incorporating discursive deconstruction as a practical tool to complement a conflict practitioner’s technique.

This thesis deals with the sexuality of Iranian women living in Sweden. Considering sexuality as gendered and socio-culturally constructed, I examine the impact of Iranian Islamic discourses, contemporary socialization and migration on women’s narrations of sexuality. The theoretical platform arises from a Foucauldian discursive analysis of sexuality, including Iranian and/or Islamic discourses on sexuality, and diasporic and feminist postcolonial theories. The empirical basis of the thesis consists of ten in-depth interviews with first generation Iranian immigrant women in Sweden. The narratives are the textual field for exploring the divergent and contingent intersections of discourses that constitute the women’s sexuality. Themes that surface in the narratives are the importance of virginity, veiling practices, requirements for modest dress codes, lack of sexual education, first sexual experience, marriage, divorce and diasporic experiences. With sexuality as the main subject of analysis, my focus draws on articulations involving gender, otherness, agency and marginality. Being alert to different (at times contradictory) discourses, I study the tension that develops between the process of (self)disciplining the body and the women’s coping tactics. The study examines the ways women take part in existing institutions while exhibiting agency and creating new ways to negotiate across discourses. This thesis shows how moral values regarding sexual behavior undergo various and sometimes contradictory transformations. The women report being torn between two different cultures. Yet, while consistently facing a crossroads of racist and sexist discourses filled with stereotypes of so-called natives and outsiders, I argue that the women are not caught between two cultures. Rather, they live a hybrid experience of ‘Swedishness,’ ‘Iranianness’ and other social relations. Complexity defines their tactics; the women exist in the interstices of culture(s) and discourses.

Cette recherche étudie les processus de victimation dans les contextes de violences conjugales en distinguant les violences situationnelles, mutuelles et le terrorisme patriarcal, violence unilatérale témoignant d'une volonté de domination. Cette étude est centrée sur l'influence des facteurs contextuels, psychopathologiques et cognitivo-émotionnels. Notre échantillon est féminin (n=80). Nous avons utilisé une méthodologie mixte. L'évaluation quantitative permet une approche objective des variables contextuelles, de personnalité, émotionnelles et des variables associées aux évènements de vie et aux indices symptomatologiques. L'approche qualitative permet une approche subjective des processus de victimation au sein du couple à travers l'interprétation et l'analyse syntaxique et thématique des productions discursives des sujets. / This research examines victimization processes in domestic violence contexts by distinguishing between two forms of violence against women: common couple violence and patriarchal terrorism, reflecting a will to dominate. Our sample is composed of 80 women. This study focuses on the influence of contextual, psychopathology and cognitive-emotional factors. The methodology relies on both quantitative and qualitative study. Quantitative evaluation focuses on variables of social context, personality, emotional and variables associated with life events and symptomatology. Qualitative evaluation examines discursive productions through the interpretation and both syntactic and thematic analysis.

A superação da dualidade entre educação profissional e a educação básica constitui-se em uma necessidade preconizada pelos marcos legais mais recentes da Educação Profissional integrada ao Ensino Médio no Brasil, que, entre outros princípios, estabelecem a pesquisa como um princípio educativo, o que exige o desenvolvimento de estratégias diferenciadas de ensino. Nesse contexto, o presente trabalho foi desenvolvido com o objetivo de avaliar o potencial da metodologia de Estudos de Caso para a aquisição de conhecimentos específicos e para o desenvolvimento de habilidades de investigação e argumentação na disciplina de Processos Industriais de um Curso Técnico de Química integrado ao Ensino Médio. A execução da proposta ocorreu, em um primeiro momento, na abordagem da tecnologia de couros e, posteriormente, na tecnologia de tratamento de água. Os dados coletados envolveram questionários com questões fechadas e abertas sobre a atividade, aplicados aos estudantes, e os textos argumentativos produzidos como soluções para os casos apresentados. A análise de dados foi realizada com a tabulação do nível de concordância dos estudantes quanto às habilidades desenvolvidas com a atividade, além da categorização das avaliações preenchidas de forma aberta. Os textos argumentativos produzidos a partir dos casos envolvendo a tecnologia de tratamento de água foram submetidos à análise textual discursiva. Os resultados mostraram que a aquisição de conhecimentos específicos e a habilidade de investigação foram favorecidos nas duas situações. Ressaltamos, também, a contribuição da proposta para o desenvolvimento da capacidade de argumentação por meio da produção textual, aspecto pouco explorado em trabalhos anteriores. Concluímos que a proposta é uma alternativa adequada ao contexto investigado, representando uma possibilidade a somar-se ao acervo de metodologias ativas para a Educação Profissional de Química integrada ao Ensino Médio. / Surpass the duality between professional education and basic education constitutes a necessity advocated by the latest legal frameworks of professional education integrated to high school in Brazil, which, among other principles, establish research as an educational principle, which requires the development of differentiated teaching strategies. In this context, the present work was developed with the goal of evaluate the potential of case studies methodology to acquire specific knowledge and develop the research and reasoning skills in Industrial Processes discipline of a Chemistry Technician Course Integrated to High School. The implementation of the proposal was, at first, in the approach to leather technology and after in water treatment technology. Data collected involved questionnaires applied to students, with closed and open questions about the activity, and argumentative texts produced as solutions to the presented cases. Data analysis was performed with the tab of the students' level of agreement with regard to the activity developed skills as well as categorization of evaluations filled openly. The argumentative texts produced from cases involving water treatment technology was evaluated using discursive textual analysis. The results showed that the acquisition of specific knowledge and research skills were favored in both situations. Noteworthy is the contribution of the proposal for the development of reasoning ability by textual production, aspect weakly explored in previous works founded. We concluded that the proposal is a suitable alternative to the context investigated, representing a possible way to add to the collection of active methods for Professional Chemistry Education integrated to High School.

This work aims to investigate the discursive expansion of the semiotic representation registers accomplished by Math training teachers from activities involving cryptography featuring functions affine, quadratic, exponential. For this, it was accomplished a qualitative research (LÜDKE; ANDRÉ, 1986) and it was used the principles of content analysis (BARDIN, 2011); therefore, it was applied as instruments of data production a semi-structured quiz, in order to establish the training teachers profile and a sequence of activities contextualized by cryptography, more precisely by the substitution cipher that allows making connections with the different functions and their inverse. This sequence was constitute by 41 items, such as: 13 questions about the inverse of affine function, 6 about the inverse of quadratic and exponential functions, 9 about the characterization of affine function, 7 about the characterization of the exponential function and 6 concerning the characterization of the function quadratic. Among these 41 questions, 22 were taken to detail the discursive expansion of indications. Through analyzes it was concluded that the discursive operations were identified predominantly in explanation operations and raciocinamento, only 4 times were mobilized as narration/description beyond 4 left blank responses. This represents teachers in training were based on the knowledge of the mathematical object to justify their answers, which shows a positive aspect when thinking about training of mathematics teachers. Furthermore, it contacted to request that activities that take as their starting point the analysis of algebraic representation was obtained greater articulation of representations in natural language, algebra, symbolic and / or numerical. But when it was necessary from the graphical representation of the responses were more limited in natural language representation. / Este trabalho objetiva investigar a expansão discursiva dos registros de representação semiótica mobilizados por licenciandos em Matemática a partir de atividades envolvendo criptografia ao caracterizar funções afim, quadrática e exponencial. Para isso, realizou-se uma pesquisa qualitativa (LÜDKE; ANDRÉ, 1986) e adotaram-se os princípios da análise de conteúdo (BARDIN, 2011). Desse modo, foram aplicados como instrumentos de produção de dados um questionário semi-estruturado, a fim de estabelecer o perfil dos licenciandos e uma sequência de atividades contextualizada pela criptografia, mais precisamente pela cifra de substituição que permite fazer conexões com as diferentes funções e suas inversas. Essa sequência foi constituída de 41 itens, sendo, 13 questões sobre a inversa da função afim, 6 sobre a inversa das funções quadrática e exponencial, 9 sobre a caracterização da função afim, 7 sobre a caracterização da função exponencial e 6 referentes a caracterização da função quadrática. Dentre essas 41 questões, 22 foram tomadas para detalhamento dos indícios de expansão discursiva. Por meio das análises conclui-se que as operações discursivas foram identificadas, predominantemente, nas operações de explicação e raciocinamento, que apenas 4 vezes foram mobilizadas como narração/descrição além de 4 respostas deixadas em branco. Isso representa que os licenciandos embasaram-se em conhecimento sobre o objeto matemático para justificar suas respostas, o que demonstra um aspecto positivo quando se pensa em formação de professores de Matemática. Além disso, contatou-se que ao solicitar atividades que tomassem como ponto de partida a análise da representação algébrica obteve-se maior articulação de representações na língua natural, algébrica, simbólica e/ou numérica. Porém, quando se fez necessário partir da representação gráfica as respostas ficaram mais limitadas à representação na língua natural.

A superação da dualidade entre educação profissional e a educação básica constitui-se em uma necessidade preconizada pelos marcos legais mais recentes da Educação Profissional integrada ao Ensino Médio no Brasil, que, entre outros princípios, estabelecem a pesquisa como um princípio educativo, o que exige o desenvolvimento de estratégias diferenciadas de ensino. Nesse contexto, o presente trabalho foi desenvolvido com o objetivo de avaliar o potencial da metodologia de Estudos de Caso para a aquisição de conhecimentos específicos e para o desenvolvimento de habilidades de investigação e argumentação na disciplina de Processos Industriais de um Curso Técnico de Química integrado ao Ensino Médio. A execução da proposta ocorreu, em um primeiro momento, na abordagem da tecnologia de couros e, posteriormente, na tecnologia de tratamento de água. Os dados coletados envolveram questionários com questões fechadas e abertas sobre a atividade, aplicados aos estudantes, e os textos argumentativos produzidos como soluções para os casos apresentados. A análise de dados foi realizada com a tabulação do nível de concordância dos estudantes quanto às habilidades desenvolvidas com a atividade, além da categorização das avaliações preenchidas de forma aberta. Os textos argumentativos produzidos a partir dos casos envolvendo a tecnologia de tratamento de água foram submetidos à análise textual discursiva. Os resultados mostraram que a aquisição de conhecimentos específicos e a habilidade de investigação foram favorecidos nas duas situações. Ressaltamos, também, a contribuição da proposta para o desenvolvimento da capacidade de argumentação por meio da produção textual, aspecto pouco explorado em trabalhos anteriores. Concluímos que a proposta é uma alternativa adequada ao contexto investigado, representando uma possibilidade a somar-se ao acervo de metodologias ativas para a Educação Profissional de Química integrada ao Ensino Médio. / Surpass the duality between professional education and basic education constitutes a necessity advocated by the latest legal frameworks of professional education integrated to high school in Brazil, which, among other principles, establish research as an educational principle, which requires the development of differentiated teaching strategies. In this context, the present work was developed with the goal of evaluate the potential of case studies methodology to acquire specific knowledge and develop the research and reasoning skills in Industrial Processes discipline of a Chemistry Technician Course Integrated to High School. The implementation of the proposal was, at first, in the approach to leather technology and after in water treatment technology. Data collected involved questionnaires applied to students, with closed and open questions about the activity, and argumentative texts produced as solutions to the presented cases. Data analysis was performed with the tab of the students' level of agreement with regard to the activity developed skills as well as categorization of evaluations filled openly. The argumentative texts produced from cases involving water treatment technology was evaluated using discursive textual analysis. The results showed that the acquisition of specific knowledge and research skills were favored in both situations. Noteworthy is the contribution of the proposal for the development of reasoning ability by textual production, aspect weakly explored in previous works founded. We concluded that the proposal is a suitable alternative to the context investigated, representing a possible way to add to the collection of active methods for Professional Chemistry Education integrated to High School.

Esta pesquisa teve por objetivo compreender e analisar os movimentos de constituição de autoria dos profissionais que assumem o papel de conceptores em museus de ciências no processo de produção do discurso expositivo. Consideramos que o discurso expositivo diz respeito não somente aos saberes dos sujeitos envolvidos na concepção e no desenvolvimento das exposições, mas se refere também às condições de produção que caracterizam o processo como um todo e os sentidos atribuídos na materialização desse discurso. A abordagem metodológica utilizou o referencial das pesquisas qualitativas em educação e teve como foco a exposição de longa duração do Museu de Microbiologia do Instituto Butantan (SP). O referencial teórico adotado tem por base os pressupostos da abordagem sócio-histórica para o estudo da linguagem de Mikhail Bakhtin e seu Círculo, que evidencia características dialógicas em diferentes meios textuais e se objetiva como acontecimento concreto relacionado às condições que circunscrevem a vida dos sujeitos e as posições por eles assumidas. Para a análise, recorremos às contribuições que auxiliam a abordar o princípio de autoria na produção discursiva, tais como dialogismo, enunciado, horizontes sociais, alteridade, vozes e o conceito de gênero. A pesquisa fundamentou-se em duas etapas complementares e articuladas entre si que integram os procedimentos metodológicos. Na primeira etapa, investiu-se no estudo das exposições dos museus de ciências enquanto esfera de atividade na qual emerge o nosso objeto de investigação, onde foram utilizadas discussões sobre as concepções de educação e comunicação nessa unidade particular. A segunda etapa procurou focalizar a dimensão enunciativo-discursiva das produções discursivas dos profissionais que participam da concepção e do desenvolvimento da exposição de longa duração do Museu de Microbiologia. A partir do estudo realizado, situado por um breve histórico e o contexto de emergência do Museu de Microbiologia no Instituto Butantan, a exposição de longa duração do Museu foi descrita e foram analisados aspectos do seu processo de constituição, como as contrapalavras presentes na concepção da exposição, a estrutura composicional, com ênfase nos textos e nos objetos, e a presença do outro na produção do discurso expositivo. Os resultados obtidos demonstram a existência de especificidades nos movimentos de constituição de autoria desse evento discursivo, que o tornam singular na maneira como expressa a articulação entre as condições sociais de produção, os conhecimentos, os sentidos atribuídos pelos conceptores e seus interlocutores. Um aspecto observado se relaciona ao modo como a dimensão temporal e espacial é incorporada no discurso expositivo e condiciona os atributos e sentidos expressos nos textos e objetos. Outro aspecto se relaciona às vozes que caracterizam os discursos das diversas esferas sociais (científica, educativa, estético-espacial, entre outras) e que se deixam entrever por meio de marcas que se manifestam no discurso expositivo. Com base nas analises realizadas postula-se que exposição de museus de ciências poderia ser considerada um gênero de discurso de caráter híbrido, do ponto de vista enunciativo-discursivo. / The objective of this research is to understand and analyze the authorship constitution movements of professionals who play the role of designers in the production process of the expository discourse in science museums. We believe that the exhibition discourse concerns not only the knowledge of the subjects involved in the design and in the development of the exhibitions, but also refers to the production conditions that characterize the process as a whole, as well as to the meanings attributed during the materialization of this discourse. The methodological approach used the framework of qualitative research in education, and focused on the long-term exhibition at the Museum of Microbiology of the Instituto Butantan (SP). The theoretical approach is based on the assumptions of socio-historical approach to the study of language of Mikhail Bakhtin and his Circle, which shows dialogical characteristics in different textual media and results as a concrete event related to the conditions that circumscribe the lives of individuals and the positions assumed by them. For this analysis we used the contributions that help addressing the principle of authorship in the discursive production, such as dialogism, statement, social horizons, otherness, voices and the concept of gender. The research was based on two complementary and articulated steps that integrate the methodological procedures. On the first step we invested in the study of exhibitions in science museums as a sphere of activity in which the object of our research emerges, where discussions on the concepts of education and communication were used in this particular unit. The second stage sought to focus the enunciative-discursive dimension of discursive productions of professionals participating in the design and development of the long-term exhibition of the Museum of Microbiology. From this study, in which a brief historical background and the emerging context of the Museum of Microbiology at the Butantan Institute were established, the long-term exhibition at the Museum was described and aspects of its constitutional process, such as the counter words present in the design of the exhibition, the compositional structure with emphasis on the texts and objects and the presence of the other in the production of expository discourse were analyzed. The results show that there are specificities in the authorship constitution movements of this discursive event, which makes it unique in the way that it expresses the relationship between social conditions of production, knowledge, the senses attributed by designers and their interlocutors. A noticeable aspect relates to how the space and time dimension is incorporated into the exhibition discourse and determines the attributes and meanings expressed in the text and objects. Another aspect relates to the voices which characterize the discourses of different social spheres (scientific, educational, aesthetic, spatial, among others) and that afford a glimpse through marks that are expressed in the exhibition discourse. Based on the analysis performed it is believed that exhibitions in science museums could be considered a kind of discourse, hybrid in nature in terms of enunciative-discursive.

Orientador: Carolina Maria Rodríguez Zuccolillo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T11:40:39Z (GMT). No. of bitstreams: 1 Silva_NilceMaria_D.pdf: 12107284 bytes, checksum: b74b2b49886f86bfc3be158d16147c91 (MD5) Previous issue date: 2012 / Resumo: Esta tese tem como objetivo compreender a história da produção de conhecimento sobre a Língua Brasileira de Sinais - LIBRAS, na relação com os sujeitos e com o Estado. Busca, principalmente, compreender o modo de funcionamento do dicionário, enquanto instrumento linguístico, sua constituição e formulação, a partir do olhar da História das Ideias Linguísticas em articulação com a Análise de Discurso. Distinguimos três períodos principais na produção desses intrumentos. O primeiro diz respeito à publicação da Iconografia dos Signaes dos Surdos- Mudos, de Flausino José da Gama, em 1875, obra fundadora do saber lexicográfico sobre a língua de sinais do Brasil, conforme lemos nas análises e nos discursos sobre ela. A produção de instrumentos lexicográficos foi, entretanto, interrompida por quase um século, até sua retomada na década de 1960, devido a fatores relacionados à proibição da língua de sinais instituída a partir do Congresso de Milão, em 1880. O segundo período que identificamos, portanto, está constituído por um conjunto de obras publicadas desde os anos 1960 até a década de 1990: Linguagem das Mãos (1969), do Pe. Eugênio Oates; Linguagem de Sinais do Brasil (1983), de Harry Hoemann, Eugênio Oates & Shirley Hoemann; Comunicando com as Mãos (1987), de Judy Ensminger, e Linguagem de Sinais (1992), editados pela Sociedade Torre de Vigia de Bíblias e Tratados. Esse conjunto de dicionários, produzidos e publicados por instituições religiosas, alia uma ampliação do léxico da língua de sinais à uma discursividade religiosa. Tais dicionários apresentam uma série de características que serão aqui analisadas: os sinais/verbetes são distribuídos por temas, seguem a alfabetação das palavras da língua portuguesa e seu modo de realização é ilustrado com foto ou desenho; o enunciado lexicográfico é observado a partir da descrição do modo como o sinal é realizado. O terceiro período na história da produção de obras dicionarísticas da língua de sinais começa com a oficialização da LIBRAS como língua da comunidade surda do Brasil, em 2002. São três os dicionários estudados: o Dicionário Enciclopédico Ilustrado Trilíngue da Língua de Sinais Brasileira (2001), de Fernando César Capovilla e Walkíria Duarte Raphael; o Dicionário da Língua Brasileira de Sinais (2006), de Tanya Amara Felipe de Souza e Guilherme de Azambuja Lira e o Novo Deit-Libras: Dicionário Enciclopédico Ilustrado Trilíngue da Língua de Sinais Brasileira (2009), de Fernando César Capovilla, Walkíria Duarte Raphael e Aline Cristina L. Maurício. Essas obras se caracterizam, de modo geral, pela apresentação que os autores propõem dos sinais a partir de elementos oriundos da lexicologia e da lexicografia da língua oral, aliado ao conhecimento da língua de sinais referente à descrição da forma dos sinais; notamos nessas obras uma tentativa caracterizada pela ilusão de oferecer maior "transparência" e "completude" à língua e ao dicionário. Os estudos desenvolvidos permitem concluir que há um percurso de produção científica sobre a LIBRAS, que possibilita, aos autores, elaborar dicionários e gramáticas que sustentam a gramatização da LIBRAS. Ao mesmo tempo em que se legitima a LIBRAS, por meio dos estudos científicos sobre a língua, institucionalizam-se os saberes produzidos, por meio de instrumentos linguisticos como os dicionários e gramáticas / Abstract: This thesis aims to understand the history of the production of knowledge about the Brazilian Sign Language - LIBRAS in relation to the subjects and the state. It searches principally to understand the mode of operation of these instruments, their formation and formulation, from the look of the History of linguistics Ideas in conjunction with the Discourse Analysis. We distinguish three main periods in the production of these instruments. The first concerns the publication of the Iconography of signs of Deaf-Mutes, by Flausino José da Gama in 1875, the founding work of lexicographical knowledge about sign language of Brazil as we read in the analysis and in the discourses about it. The production of lexicographical tools was, however, halted for almost a century until its revival in the 1960s, due to factors related to the prohibition imposed from the Congress of Milan in 1880. Therefore, the second period we identified is constituted by a set of published works since the 1960s until the 1990s: Language of Hands (1969), the Rev. Eugene Oates; Sign Language of Brazil (1983), Harry Hoemann, Eugene Oates & Shirley Hoemann; Communicating with the Hands (1987), Judy Ensminger, and Sign Language (1992) published by the Watch Tower Bible and Tract Society. This set of dictionaries produced and published by religious institution, combines an extension of the lexicon of sign language to a religious discourse. Such dictionaries have a number of features that will be discussed: the signs/entries are divided by subject, following the alphabetical words of portuguese language and its mode of realization is illustrated by photo or drawing, the lexicographical utterance is observed from the description the way the signal is performed. The third period in the history of the production of dicionaristics books of sign language begins with the official of Libras as the language of the deaf community in Brazil in 2002.There are three dictionaries studied: Brazilian Sign Language Trilingual Illustrated Encyclopedic Dictionary (2001) Fernando César Duarte Walkíria Capovilla and Raphael; Brazilian Sign Language Dictionary (2006), Tanya Amara Felipe and Guilherme de Souza de Azambuja Lira and New deit- Libras: Trilingual Illustrated Encyclopedic Dictionary of Brazilian Sign Language (2009), Fernando César Capovilla, Walkíria Raphael Duarte and Aline Cristina L. Mauricio. These works are characterized, in general, by the presentation that authors propose of the signals from elements derived from lexicology and lexicography of oral language, coupled with the knowledge of sign language on the description of the form of the signals, we note, in these works, a characterized attempt by the illusion to offer greater "transparency" and "completeness" to the language and the dictionary. The studies carried out indicate that there is a path of scientific literature on Libras which enables the authors to elaborate dictionaries and grammars that support grammatisation the Brazilian Sign Language. While that legitimizes Libras, through scientific studies on the language, there become institutionalized knowledge produced through linguistic tools such as dictionaries and grammars / Doutorado / Linguistica / Doutora em Linguística

This paper critically goes through the sources, the Swedish curricula in music published between 1962 and 2011.Through tools as discourse analysis and deconstruction it derives key expressions, checks for values and possible hierarchies between keywords relating to genre and other emphasized concepts related to the music curricula. The study pays special attention to the position of musical craft and esthetical values in the various documents. A starting point for problematization is Jacques Derrida's expression "monolingualism" where the owner, recipient and purpose of the narrative are made visible. The theoretical perspective consists of political ideology as the origin of the curricula within the education system. The analysis is based on theory and method from Michel Foucault, Jacques Derrida, Giovanna Borradori and Zygmunt Bauman. Theory and method are used in the search and evaluation of wordings that reveal impact from political ambitions in the Swedish music curricula. A comparative analysis of the result concludes the study and withdraws conclusions and suggestions for future studies.