In recent years, along with took seriously regarding cultural creativity industry's rising, the government, the enterprise, the literary arts full of enthusiasm invests cultural industry this popular profession. This research will focus on pottery will regard as this research the main research subject. Base on research subject, this research attempts from the foundation viewpoint of entrepreneuring , will start an undertaking by one kind of total perspective will regard as the undertaking action, actors with the daily life which its living world is mixed altogether constructs in the undertaking developing process. And uses four entrepreneurs¡¦ stories by their self-narratives and discriminated the texts into several meaning unit form each story attempts to understand in pottery industry to have about the undertaking phenomenon discussion. In the research method, this research uses Foucault to elaborate the analysis to take the pottery as this research subject, the viewpoint which the union founds manages in the pottery industry the undertaking phenomenon. The findings obviously are: Will form by the elaboration may be helpful understanding on the creative process, to be helpful in the middle of the different elaboration practice form in leads the local industry the development, to found the entrepreneuring as discursive practice which is the possibility discussion in entrepreneurship research.

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The purpose of this study is to investigate how five educators define the concepts of inclusion and children in need of special support. The purpose is also to see in what way they in the discursive practice design an inclusive curriculum. The research questions posed were: 1) in what way do educators define the concept of children in need of special support, 2) in what way do educators speak when describing an inclusive preschool and 3) in what way do educators design an inclusive curriculum based on their understanding of the definition of children in need of special support. To answer these questions, we have used a qualitative method where we conducted observations and interviews. The study was based on post structural theory. We analyzed the results based on the educators' linguistic expressions and definitions. The conclusions in this study showed that educators have similar definitions of the concept of inclusion and children in need of special support. Some of these definitions concern children with diagnoses and children without, children with difficulty, special children, children who run away, children who do not follow instructions, children with various physical and cognitive barriers. Furthermore, the results showed that all participants believe that the environment is the most important factor in creating an inclusive curriculum thusly that it is the environment that should be adapted to the child and not the child to the environment.

Esta pesquisa tem por objetivo mais amplo investigar os recursos discursivo-argumentativos presentes nos textos produzidos no ENEM/2004, para identificar como as práticas discursivas se manifestam nas produções de jovens brasileiros que participam da última etapa da educação básica. Como o trabalho está baseado em uma teoria geral do discurso, o discurso é concebido como um produto subjetivo e também sócio-histórico, o que possibilita a integração de perspectivas teóricas diferentes, porém, a nosso ver, complementares. Pelo fato de o corpus ser constituído por textos produzidos em situação de exame, optamos por utilizar os estudos de Foucault (1969/2004a, 2004b, 1987, 1970/1996) para interpretar a situação de produção dos textos, bem como para entender os processos de subjetivação aos quais os participantes da prova estão submetidos. Para analisar as estratégias argumentativas e persuasivas presentes nos textos, como também as formas de organização e articulação das ideias apresentadas, recorremos aos estudos da Nova Retórica, segundo Perelman (1997, 1993), Perelman e Olbrechts-Tyteca (1996), de Meyer (2007, 1998, 1992), de Maingueneau (1997, 2001, 2005, 1995/2008), de Charolles (1978/2002) e de Koch (2002, 1993, 1992). As análises dos elementos de coerência e coesão possibilitaram mapear os recursos linguísticos utilizados, associar grupos de textos à avaliação realizada pelo INEP e definir o perfil do conjunto de textos que foi analisado sob perspectivas diversificadas. A análise discursivoargumentativa mostrou que, ao final do ensino médio, a maioria dos jovens domina os mesmos recursos já identificados em pesquisa anterior com textos infantis (AZEVEDO, 2002), revelando assim não haver evolução significativa na qualidade das produções textuais mesmo após um longo período de permanência em sala de aula. / The wider goal of this paper is to investigate the discursive-argumentative resources present in the texts produced for the ENEM 2004, in order to identify the discursive practices used in the texts written by Brazilian youths that take part in this last stage of basic education. As this paper is based on the general theory of discourse, discourse is seen as both a subjective and a social-historical outcome, which allows the integration of different theoretical perspectives that in our view are complementary. Due to the fact that the corpus is a set of texts produced in the situation of an exam, we chose to use Foucaults work (1969/2004a, 2004b, 1987, 1970/1996) to interpret the situation in which the texts were produced, and also to understand the subjectivation process that students taking the exam are going through. In order to analyze argumentative and persuasive strategies present in the texts, as well as the form in which the ideas presented are organized and articulated, we have resorted to the New Rethoric of Perelman (1997, 1993), according to Perelman and Olbrechts-Tyteca (1996), Meyer (2007, 1998, 1992), Maingueneau (1997, 2001, 2005, 1995/2008), Charolles (1978/2002), and Koch (2002, 1993, 1992). The analysis of elements indicating coherence and cohesion have allowed us to map the linguistic resources employed, to associate groups of texts to the evaluation conducted by INEP, and to define the profile of the group of texts that were analyzed under different perspectives. The analysis of discourse/argumentation has revealed that by the end of the 9th grade most youths master the resources previously identified in a former study of texts produced by children (AZEVEDO, 2002), thus revealing that there was no significant evolution in the quality of text production, even after several additional years of schooling.

The Swedish Military Intelligence and Security Directorate (MUST) is a producer of knowledge, a knowledge that is fundamental for decisionmaking in foreign and security policy. The intelligence knowledge production is often held as objective, value neutral, and with the intention of ‘speaking truth onto power’. However, this study holds that such a perspective on intelligence knowledge production calls for a revision. Hence, the overall purpose of this study is to examine the characteristics of knowledge in intelligence analysis and also to investigate how that knowledge is affected by the social context of its production, the military intelligence service. The source material is of three kinds; first texts and documents, second interviews with intelligence analysts and managers, and third observations of seminars and meetings during the production process of estimates. The results are that there is a strong presence of an implicit interpretive framework that continuously influences and guides the knowledge production and thereby makes the knowledge dependent on one specific perspective contrary to the intentional objectivity within the intelligence service. Further, the study reveals that the social and discursive practices for intelligence knowledge production include a ‘logic of appropriateness’ suggesting the presence of a structured Denkkollektiv with a structured Denkstil. The actions and choices of the individuals are transformed to create conformity to the norms within the social discursive practices. Thus, the inherited frame of interpretation, as well as the socialised norm of staying within the existing accepted frames ofthinking and acting ends up to the stability and duration of the not always accurate and fruitful Denkstil. At the core of political science resides the question of how policy is shaped. Even though this study has focused merely on one organisation in a specific policy field in one country it brings insights to the knowledge and policy nexus.

Esta pesquisa tem por objetivo mais amplo investigar os recursos discursivo-argumentativos presentes nos textos produzidos no ENEM/2004, para identificar como as práticas discursivas se manifestam nas produções de jovens brasileiros que participam da última etapa da educação básica. Como o trabalho está baseado em uma teoria geral do discurso, o discurso é concebido como um produto subjetivo e também sócio-histórico, o que possibilita a integração de perspectivas teóricas diferentes, porém, a nosso ver, complementares. Pelo fato de o corpus ser constituído por textos produzidos em situação de exame, optamos por utilizar os estudos de Foucault (1969/2004a, 2004b, 1987, 1970/1996) para interpretar a situação de produção dos textos, bem como para entender os processos de subjetivação aos quais os participantes da prova estão submetidos. Para analisar as estratégias argumentativas e persuasivas presentes nos textos, como também as formas de organização e articulação das ideias apresentadas, recorremos aos estudos da Nova Retórica, segundo Perelman (1997, 1993), Perelman e Olbrechts-Tyteca (1996), de Meyer (2007, 1998, 1992), de Maingueneau (1997, 2001, 2005, 1995/2008), de Charolles (1978/2002) e de Koch (2002, 1993, 1992). As análises dos elementos de coerência e coesão possibilitaram mapear os recursos linguísticos utilizados, associar grupos de textos à avaliação realizada pelo INEP e definir o perfil do conjunto de textos que foi analisado sob perspectivas diversificadas. A análise discursivoargumentativa mostrou que, ao final do ensino médio, a maioria dos jovens domina os mesmos recursos já identificados em pesquisa anterior com textos infantis (AZEVEDO, 2002), revelando assim não haver evolução significativa na qualidade das produções textuais mesmo após um longo período de permanência em sala de aula. / The wider goal of this paper is to investigate the discursive-argumentative resources present in the texts produced for the ENEM 2004, in order to identify the discursive practices used in the texts written by Brazilian youths that take part in this last stage of basic education. As this paper is based on the general theory of discourse, discourse is seen as both a subjective and a social-historical outcome, which allows the integration of different theoretical perspectives that in our view are complementary. Due to the fact that the corpus is a set of texts produced in the situation of an exam, we chose to use Foucaults work (1969/2004a, 2004b, 1987, 1970/1996) to interpret the situation in which the texts were produced, and also to understand the subjectivation process that students taking the exam are going through. In order to analyze argumentative and persuasive strategies present in the texts, as well as the form in which the ideas presented are organized and articulated, we have resorted to the New Rethoric of Perelman (1997, 1993), according to Perelman and Olbrechts-Tyteca (1996), Meyer (2007, 1998, 1992), Maingueneau (1997, 2001, 2005, 1995/2008), Charolles (1978/2002), and Koch (2002, 1993, 1992). The analysis of elements indicating coherence and cohesion have allowed us to map the linguistic resources employed, to associate groups of texts to the evaluation conducted by INEP, and to define the profile of the group of texts that were analyzed under different perspectives. The analysis of discourse/argumentation has revealed that by the end of the 9th grade most youths master the resources previously identified in a former study of texts produced by children (AZEVEDO, 2002), thus revealing that there was no significant evolution in the quality of text production, even after several additional years of schooling.

[pt] Esta tese investiga o discurso da emoção na interação cliente-empresa a partir da análise de cartas de clientes dirigidas a um plano de saúde sob a ótica da teoria da polidez e da antropologia das emoções. Considerando a emoção um construto cultural e uma prática discursiva, este estudo observou que o cumprimento e a quebra de direitos e obrigações dos participantes (cliente e empresa) influencia a expressão da emoção ao mesmo tempo em que aponta aspectos da cultura brasileira na interação burocrática investigada. / [en] This thesis investigates the discourse of emotion in business interaction through the analysis of letters from clients addressed to a health plan. To this purpose, it uses the framework derived from politeness theory and from the anthropology of emotions. Given that emotion is a cultural artifact and a discursive practice, this study has observed that the fulfillment or the break of the rights and duties of participants (both clients and company) affects the expression of emotion at the same time that it reveals aspects of Brazilian culture in the interaction analysed.

[pt] Este estudo investiga a construção identitária do professor coordenador de inglês, com enfoque na avaliação. O arcabouço teórico fundamenta-se no conceito de identidade pelo viés de teorias do socioconstrucionismo (Bhabha, 1994; Bucholtz e Hall, 2003, 2005; Moita Lopes, 2002, 2003) e da Sociologia (Bauman, 2005; Giddens, 1999; Hall, 1992), concebendo a construção de identidades como um processo desenvolvido discursivamente na interação. As interações são analisadas a partir das noções de enquadre (Goffman,1974), esquemas de conhecimento (Tannen e Wallet ([1987] 2002 ), footing (Goffman, [1979] 2002), e face (Goffman, [1967] 2011). As instâncias de avaliação são abordadas na perspectiva da teoria da narrativa segundo Labov e Waletzky (1967) e Labov (1972) e na visão socioconstrucionista da narrativa como prática social (Bastos, 2005; Bruner, 1997; Cortazzi e Jim, 2001; Linde,1993; Mishler, 1999; Moita Lopes, 2003), sendo também consideradas a Teoria Sociocognitiva da Metáfora (Gibbs, 1994) e a Teoria da Avaliatividade (Martin, 2003; White, ([2001] 2012). Esta pesquisa de cunho qualitativo-interpretativo foi conduzida em uma escola da Rede de Ensino Privada do Rio de Janeiro. Além da professora pesquisadora, participaram deste trabalho quatro professores de língua inglesa bem como a professora coordenadora de inglês, a vice-diretora e o diretor da instituição. Os resultados mostram que, durante a interação, os participantes resignificam as suas interpretações a respeito das identidades do professor coordenador de inglês, que é considerado um mediador ou gerenciador de processos, situações e relacionamentos. Os dados revelam que o afeto, julgamentos e apreciações permeiam a construção identitária do professor coordenador, que também é constituída pelas relações de poder e influenciada pela identidade institucional. / [en] This study aims to investigate the identity construction of the Head of the English Department, with a focus on evaluation. The theoretical framework is based on the concept of identity construction according to socio constructionist (Bhabha, 1994; Bucholtz and Hall, 2003, 2005; Moita Lopes, 2002, 2003) and sociological (Bauman, 2005; Giddens, 1999; Hall, 1992) theories that conceive identity building as a process developed in discourse during interaction. For an analysis of the interaction, the notions of frame (Goffman, 1974), knowledge schemas (Tannen and Wallet ([1987] 2002), footing (Goffman, [1979] 2002), and face (Goffman, [1967] 2011) are considered. Evaluation is approached from the following perspectives: the labovian theory of narrative (Labov and Waletzky,1967; Labov,1972), the socio constructionist notion of narrative as social practice (Bastos, 2005; Bruner, 1997; Cortazzi and Jim, 2001; Linde,1993; Mishler, 1999; Moita Lopes, 2003), the Socio Cognitive Theory of Metaphore (Gibbs, 1994) and Appraisal Theory (Martin, 2003; White, ([2001] 2012). This research, which follows a qualitative-interpretative approach, was carried out at a school from the private sector in Rio de Janeiro. Apart from the teacher researcher, four English teachers participated in this work as well as the Head of the English Department and the principal and vice-principal of the institution. Results show that during the interaction participants re-signify their interpretations with respect to the identities of the Head of the English Department, who is regarded as a mediator or manager of processes, situations and relationships. The data reveals that affection, judgment and appreciation permeate the Head of the English Department identity construction, which is also constituted by power relations and influenced by the institutional identity.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The contemporary world establishes itself as an invitation to read. We see the present world not only through it, but also through the screens of electronics, posters, billboards, etc. This quick reading, which involves multiple semioses, requires the students to read proficiently. National and international assessments indicate weakness in the educational system and show that in reading, the brazilian student is in critical condition, many of them unable to overcome the understanding of textual superficiality. At this level, most of the students in the third step (eighth grade), class B, of Reference Center for Youth and Adult Education Prof. Severino Uchôa, state college located in the central area of Aracaju (SE). In order to lead students to a more conscious and critical reading, we prepared a proposal of intervention, from the genre of commercials. This proposal is based on three-dimensional model of Fairclough (2001), and on postulates of Critical Discourse Analysis (CDA), which sees the discourse as a linguistic, discursive and social practice. The conceptual metaphors, which are manifested in our discourses, are also present in this work, as a way of adding meaning to the reading of the genre in question. Our theoretical support was based on scholars such as Bakhtin (1992), Carvalho (2014), Pedrosa (2008), Lakoff & Johnson (2009), Marcuschi (2008), Freire (2016), Kleiman (2003), Foucambert (1994), Meurer (2014), Rojo (2009, 2012), Ramalho & Rezende (2011), among others. In this endeavor, we used the research-action methodology, having as object of research the action/reflection/action, in a construction of the teacher/student partnership. In the present research, of the 22 evaluated students, 17 presented a progress at reading of advertising texts, showing that working with a critical discursive perspective in reading is a way to be followed by education professionals who wish to broaden the reading awareness of their learners. / O mundo contemporâneo estabelece-se como um convite à leitura. Enxergamos o mundo atual não só através dele, mas também através das telas dos aparelhos digitais, cartazes, outdoors etc. Essa leitura rápida e que envolve múltiplas semioses, exige dos alunos uma leitura proficiente. As avaliações nacionais e internacionais sinalizam fragilidade no sistema educacional e demonstram que, em leitura, o aluno brasileiro encontra-se em situação crítica, muitos deles não conseguindo ultrapassar a compreensão da superficialidade textual. Nesse patamar, encontram-se alguns dos alunos da terceira etapa (8ºano), turma B, do Centro de Referência para Educação de Jovens e Adultos Prof. Severino Uchôa, colégio estadual, localizado na zona central de Aracaju (SE). A partir dessa constatação, e com a intenção de conduzir os alunos a uma leitura mais consciente e crítica, elaboramos uma proposta de intervenção, a partir do gênero textual anúncios publicitários. A referida proposta foi baseada no modelo tridimensional de Fairclough (2001) e nos postulados da Análise do Discurso Crítica (ADC), que entende o discurso como prática linguística, discursiva e social. As metáforas conceituais, aquelas que se manifestam em nossos discursos, cotidianamente, também se encontram presentes neste trabalho, como forma de agregar sentido à leitura do gênero em pauta. Nosso aporte teórico fundamentou-se em estudiosos como: Bakhtin (1992), Carvalho (2014), Pedrosa (2008), Lakoff & Johnson (2009), Marcuschi (2008), Freire (2016), Kleiman (2003), Foucambert (1994), Meurer (2014), Rojo (2009, 2012), Ramalho & Rezende (2011), entre outros. Valemo-nos, nesta empreitada, da metodologia pesquisa-ação, tendo como objeto da pesquisa a ação/reflexão/ação, numa construção dos parceiros professor/aluno. Na presente pesquisa, dos 22 alunos avaliados, 17 apresentaram desempenho positivo em leitura crítica de textos publicitários, configurando que trabalhar com a perspectiva crítica discursiva, em leitura, é um caminho a ser seguido pelos profissionais de educação, que desejam ampliar a consciência leitora dos seus educandos. / São Cristóvão, SE

Made available in DSpace on 2017-07-21T18:15:17Z (GMT). No. of bitstreams: 1 Adelaine Ellis C Santos.pdf: 2293695 bytes, checksum: 1ed1e1785f50debd59351bd6e663e4ed (MD5) Previous issue date: 2015-03-20 / This research shows how the discourse of teachers in relation to homosexualities composes the school environment in Ponta Grossa, Paraná. To give intelligibility to the chosen phenomenon, there were 17 interviews with 17 teachers who work /worked in public high schools of that city. The interviews show that homophobia is an element that constitutes the school environment through power relations that are embedded in the teachers speeches. Also, we conclude not only the school environment as a interdicted space for homossexuals, but also the higher education institutions, as high school drop out contributes to the non-completion of basic education. Still, the initial teacher education is marked by the absence of discussions regarding the issue so that affect the approach to sexuality in school, although a portion of teachers affirms the importance of this issue when considering the recognition of homosexualities as an important aspect in the social and educational development. This recognition given to the theme enables teaching practice aimed at destabilizing heteronormative standards at the time they understand the homosexualities as a valid form of sexual expression as much as heterosexuality, giving to the school environment one of the possibilities of subversion of the standard. / Esta pesquisa evidencia como o discurso de docentes em relação às homossexualidades compõe o espaço escolar em Ponta Grossa, Paraná. Para dar inteligibilidade ao fenômeno eleito, foram realizadas 17 entrevistas com 17 docentes que atuam / atuaram no Ensino Médio de escolas públicas da referida cidade. As entrevistas evidenciam que a homofobia é um elemento que constitui o espaço escolar a partir de relações de poder que estão imbricadas nos discursos docentes. Igualmente, concluímos não somente o espaço escolar como um espaço interdito para as pessoas homossexuais, mas também as instituições de nível superior, visto que a evasão escolar colabora para a não conclusão da educação básica. Ainda, a formação inicial de docentes é marcada pela inexistência de discussões referentes à temática de tal modo que prejudica a abordagem das sexualidades na escola, embora uma parcela de docentes afirme a importância do tema ao considerar o reconhecimento das homossexualidades como um aspecto importante no desenvolvimento social e educacional. Este reconhecimento atribuído à temática possibilita uma prática docente voltada à desestabilização de padrões heteronormativos no momento em que se compreendem as homossexualidades como uma forma válida de expressão sexual tanto quanto a heterossexualidade, conferindo o espaço escolar como uma das possibilidades da subversão da norma.