Submitted by Igor Matos (igoryure.rm@gmail.com) on 2017-02-09T15:51:31Z No. of bitstreams: 1 DISS_2015_Neuzamar Marques Barbosa.pdf: 4313914 bytes, checksum: 8db55c9f1b35f808f0d795ac69191c71 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-10T10:24:22Z (GMT) No. of bitstreams: 1 DISS_2015_Neuzamar Marques Barbosa.pdf: 4313914 bytes, checksum: 8db55c9f1b35f808f0d795ac69191c71 (MD5) / Made available in DSpace on 2017-02-10T10:24:22Z (GMT). No. of bitstreams: 1 DISS_2015_Neuzamar Marques Barbosa.pdf: 4313914 bytes, checksum: 8db55c9f1b35f808f0d795ac69191c71 (MD5) Previous issue date: 2015-04-16 / Este estudo investiga o ensino da escrita em inglês, no contexto educacional público e tem como objetivo fundamentar o ensino da escrita, na perspectiva discursiva, baseada na Análise do Discurso francesa, e apresentar propostas para esse ensino, dados os efeitos diretos da escrita no aprimoramento da oralidade em língua inglesa. Busca-se promover uma discussão sobre a necessidade de imprimir uma mudança no modo como, tradicionalmente, tem sido trabalhada a escrita no ensino de inglês na escola pública. O presente trabalho recorre à metodologia da pesquisa qualitativa e foi desenvolvido numa perspectiva discursiva. O corpus foi constituído pelas respostas dos professores de inglês ao questionário e uma atividade de leitura do livro didático. A análise mostra que há uma consolidação de escrita na perspectiva tradicional, que a vê como instrumento de comunicação; as atividades de escrita nas aulas de inglês são também tradicionais e privilegiam os aspectos linguísticos no ensino e o reforço de estruturas e vocabulários e a leitura é entendida como processo de decodificação, para a qual o texto é a única fonte de sentido, cabendo ao leitor extraí-lo, por meio da decodificação linguística. Os resultados deste estudo sugerem uma mudança no modo como a escrita é trabalhada, privilegiando o lado discursivo do trabalho com a linguagem. Esta pesquisa contribui para o processo de ensino/aprendizagem e a formação inicial e continuada de professores de inglês. / This study investigates the teaching of writing in English, in the context of public school and it aims to substantiate the teaching of writing in the discursive perspective, based on the Analysis of the French Discourse, and submit proposals for this teaching, given the direct effects of the writing in the improvement of orality in English language. The purpose is to promote a discussion about the need of impressing a change in the traditionally way that has been worked the teaching of English writing in public school. The present work resorts to a qualitative research methodology and was developed from one discursive perspective. The corpus was constituted by the answers of English teachers to the questionnaire and a reading activity of the didatic book. The analysis shows that there is a consolidation of the writing in the traditional perspective, which sees it as a communication tool; the writing activities in English classes are also traditional and privileges the linguistic aspects in teaching and the reinforcement of structures and vocabularies and reading is understood as a decoding process, where text is the only source of meaning, that it will be responsibility of the reader to extract it through the linguistic decoding. The results of this study suggest a change in the way of how the writing is worked, emphasizing the discursive side of the working with language. This research contributes to the teaching / learning process and the initial and continuing education of English teachers.

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