Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-10T12:11:53Z No. of bitstreams: 1 martaaparecidaalvarenga.pdf: 2283417 bytes, checksum: dcfddb3a1efc5f7a17e519adc4b4b911 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T13:48:29Z (GMT) No. of bitstreams: 1 martaaparecidaalvarenga.pdf: 2283417 bytes, checksum: dcfddb3a1efc5f7a17e519adc4b4b911 (MD5) / Made available in DSpace on 2016-07-13T13:48:29Z (GMT). No. of bitstreams: 1 martaaparecidaalvarenga.pdf: 2283417 bytes, checksum: dcfddb3a1efc5f7a17e519adc4b4b911 (MD5) Previous issue date: 2012-11-01 / A presente pesquisa institui-se como um subprojeto do macroprojeto “Práticas de Oralidade e Cidadania” (MIRANDA, 2007, 2009, 2011 - FAPEMIG e PNPD/CAPES), vinculado à linha de pesquisa “Linguística e Ensino de Línguas” do Programa de Pós-Graduação em Linguística da FALE/UFJF. Filia-se ainda ao GP FrameNet Brasil (CNPq), em sua linha Frames e Cidadania. O objeto de estudo são as práticas de normatividade no ambiente escolar perspectivadas pelo discurso discente. O cenário escolhido para esse Estudo de Caso é uma escola pública da periferia da cidade de Muriaé – MG e seus atores: 134 alunos do 6º ao 9º anos do Ensino Fundamental. Nosso principal objetivo consiste na investigação de como esses sujeitos (a) conceptualizam ‘regras’; (b) identificam as regras que normatizam suas vivências no espaço escolar e (c) propõem regras ideais para a regulação deste mesmo espaço. Tal interesse analítico se vincula à questão central que norteia este estudo de caso, qual seja a busca de compreensão para “a crise” de natureza disciplinar constatada nesta escola. Os pressupostos teóricos linguísticos nucleares que orientam a nossa análise advêm das contribuições da Linguística Cognitiva (FILLMORE, 1982; SALOMÃO, 1999,2009; FAUCONNIER e TURNER, 2002; CROFT e CRUSE, 2004; MIRANDA, 2005 ; ISRAEL,2004 ) - e, em especial, de seu modelo semântico de grande prestígio na contemporaneidade - a Semântica de Frames de Fillmore (1968, 1977, 1982, 2003, 2009) e do projeto lexicográfico FRAMENET (www.framenet.icsi.berkeley.edu - RUPPENHOFER, et al.). Dada a natureza híbrida deste projeto – linguístico e educacional - contribuições teóricas de outros campos do saber se fazem necessárias ao exercício interpretativo dos dados. Tais contribuições advêm, fundamentalmente, da Psicologia Moral (PIAGET, 1932/1994; LA TAILLE, 2006; MENIN, 1996, 2009; KOHLBERG,1969, 1981; TOGNETTA & VINHA. 2008; TOGNETTA, 2009) e de outros campos, como as Ciências Sociais (BAUMAN, 1998, 1999, 2007, 2011; FRIDMAN, 2000 e HALL,, 2002) e a Linguística Aplicada (LOPES, 2006, 2009, FABRÍCIO, 2006, RAJAGOPALAN, 2003; MIRANDA, 2005, 2007, 2009, 2011, 2012). Partindo da categoria analítica central – o frame, nossas análises conseguem delinear as principais cenas conceptuais evocadas pelos enunciados discentes e configurar um mapa da indisciplina escolar e da crise que acomete o cenário escolar atual. A rede de frames desvelada envolve substancialmente regras de conduta, que ao lado de cenas de Hostilidade - que representam 27% dos conteúdos das regras da escola e 22,2% das regras ideais - desfavorece ou mesmo impede o processo de ensino-aprendizagem. As análises ainda revelam que a escola não propicia o desenvolvimento moral autônomo dos alunos. De fato, o que os dados do discurso discente vão mostrar, em cruzamento com a realidade conflituosa é que, diante de uma escola que trata as questões de moralidade de forma heterônoma, a quase totalidade dos nossos alunos (99,5%), vivendo em situação de conflito, (i) têm consciência da existência de regras, mas (ii) em conflito com o princípio da autoridade; (iii) não têm consciência de obrigação / princípios, valores que sustentam as regras. Tais resultados sugerem que a escola, em consonância com toda a comunidade escolar e a favor de uma Educação de Valores, repense o tipo de regulação necessária ao bom convívio entre todos. / This research establishes itself as a subproject the macroprojeto "Orality and Citizenship Practice" (MIRANDA, 2007, 2009, 2011 - and FAPEMIG PNPD / CAPES), linked to the research line "Linguistics and Language Teaching" Program Graduate Program in Linguistics FALE / UFJF. Join also to GP FrameNet Brazil (CNPq), in their line frames and Citizenship. The study object is the practices’s normativity in the school environment envisaged by speech students. The scenario chosen for this case study is a public school in the outskirts of Muriaé - MG and its actors: 134 students from 6th to 9th grades of elementary school. Our main objective is to investigate how these subjects (a) conceptualize 'rules', (b) identify the rules that regulate their experiences at school and (c) propose rules to regulate ideals that same space. Such analytical interest is linked to the central question guiding this case study, namely the search for understanding "crisis" of a disciplinary nature found in this school. The theoretical linguistic core that guide our analysis of the contributions come from Cognitive Linguistics (FILLMORE, 1982; SOLOMON, 1999.2009; FAUCONNIER and TURNER, 2002; CROFT and CRUSE, 2004; MIRANDA, 2005; ISRAEL, 2004) - and in particular, its semantic model of great prestige in contemporary - the Semantic Frames (FILLMORE (1968, 1977, 1982, 2003, 2009) and FrameNet project lexicographical (www.framenet.icsi.berkeley.edu - RUPPENHOFER, et al). Given the hybrid nature of this project - linguistic and educational - theoretical contributions to other fields of knowledge are necessary to the exercise of interpretive data. Such contributions arise, fundamentally, the Moral Psychology (PIAGET, 1932/1994; TAILLE LA, 2006 , MENIN, 1996, 2009, KOHLBERG, 1969, 1981; TOGNETTA & VINE. 2008; TOGNETTA, 2009) and in other fields, such as Social Sciences (Bauman, 1998, 1999, 2007, 2011; FRIDMAN, 2000 and HALL,, 2002) and Applied Linguistics (LOPES, 2006, 2009, FABRÍCIO, 2006, RAJAGOPALAN, 2003; MIRANDA, 2005, 2007, 2009, 2011, 2012). Starting from the central analytical category - the frame, our analysis can outline the main conceptual scenes statements evoked by students and configure a map of school indiscipline and the crisis that affects the current school setting. The network unveiled frames involves substantial rules of conduct, which alongside scenes of Hostility-representing 27%of the contents of the school rules and 22,2% of the ideal rules-discourages or even prevents the teaching - learning process. The analyzes also reveal that the school does not foster moral development of autonomous learners. In fact, what the data will show the student discourse in a cross with the reality of conflict is that before a school that deals with issues of morality so heteronomous, almost all of our students (99.5%), living in conflict situation, (i) are aware of the existence of rules, but (ii) conflict with the principle of authority, (iii) are not aware of requirement /principles, values that under pin the rules. These results suggest that the school, in line with the whole school community and in favor of a Values Education, rethink the type of regulation required for the smooth interaction between all.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-14T14:43:35Z No. of bitstreams: 1 flaviacristinabernardo.pdf: 1299967 bytes, checksum: e0fecbe25bc41d83182ddfb40431a019 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-07-19T15:27:18Z (GMT) No. of bitstreams: 1 flaviacristinabernardo.pdf: 1299967 bytes, checksum: e0fecbe25bc41d83182ddfb40431a019 (MD5) / Made available in DSpace on 2016-07-19T15:27:18Z (GMT). No. of bitstreams: 1 flaviacristinabernardo.pdf: 1299967 bytes, checksum: e0fecbe25bc41d83182ddfb40431a019 (MD5) Previous issue date: 2011-09-21 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente dissertação vincula-se ao macroprojeto “Práticas de Oralidade e Cidadania” (FAPEMIG - APQ-02405-09), inscrito na linha de Pesquisa Linguística e Ensino de Língua do PPG Linguística - UFJF. O projeto tem por objetivo geral a investigação da crise das práticas linguísticas e interacionais no ambiente escolar e envolve subprojetos dissertativos e de tese. O presente estudo recorta, como objeto, a perspectiva instaurada por relatos discentes acerca das vivências escolares (“Conte um caso (bom ou ruim) que aconteceu com você ou algum colega seu na escola”). Para o alcance de nossas metas de pesquisa, elegemos como cenário investigativo 21 escolas da rede pública municipal de ensino de Juiz de Fora - MG, tomando 454 alunos do 9º ano do ensino fundamental como nossos sujeitos. A pesquisa constitui-se como um Estudo de Caso e adota procedimentos mistos - quantitativos e qualitativos - como método analítico dos dados. Os pressupostos teóricos nucleares que orientam nossa análise advêm da Linguística Cognitiva (LAKOFF, 1987; LAKOFF e JOHNSON, 1999, 2002; FILLMORE, 1982; SALOMÃO, 1999, 2009; CROFT & CRUSE, 2004; MIRANDA, 2002, 2009) e, em especial, da Semântica de Frames (FILLMORE, 1979, 1982 e 2006) e do projeto de anotação lexicográfica FrameNet (www.framenet.icsi.berkeley.edu). Das Ciências Sociais (FRIDMAN, 2000; ADELMAN, 2009; COSTA & VIEIRA, 2009), da Psicologia Moral (LA TAILLE, 2006), da Linguística Aplicada (FABRÍCIO, 2008; LOPES, 2008; RAJAGOPALAN, 2008), da Teoria de Gêneros (DOLZ & SCHNEUWLY, 2004; BRÄKLING, 2010; BRONCKART, 2003) e da discussão ética que se ergue no campo da educação (MIRANDA, 2005; LEME, 2009; TOGNETTA, 2003, 2008) advêm os constructos críticos para a interpretação dos dados. Partindo da categoria analítica central – o frame, nossas análises conseguem configurar as principais cenas conceptuais evocadas pelos relatos discentes e estabelecer uma rede de relações hierárquicas entre frames. Nestes termos se delineia a análise semântica e se configura o mapa da crise da vida escolar, perspectivada pelos alunos. Quatro cenas ocupam o foco central: Indisciplina_Escolar, Ensino_Educação, Acidente e Relacionamento_Pessoal. Dentro do macroframe de Indisciplina_Escolar, ganha relevo o subframe Encontro_ Hostil que, presente em 72,2% dos casos, recobre distintas perspectivas para vivências de violência (física, verbal, psicológica, sexual e depredação). A sala de aula e a escola se delineiam como um espaço de valores em crise, de vivências conflitantes, visto que 66,88% das cenas desfavorecem ou mesmo impedem o processo de ensino-aprendizagem. Contudo, a avaliação negativa proferida pelos alunos acerca das cenas de violência que eles próprios protagonizam demarca a não naturalização dos conflitos, demonstrando que eles ainda reconhecem princípios éticos e morais. A busca por alguma forma de protagonismo – positivo ou negativo – é outro resultado relevante e aponta para um modo de repensar as práticas pedagógicas. Tais achados sugerem uma necessária equação entre os conteúdos disciplinares e a educação de valores na escola brasileira. / This dissertation is linked to the macro project "Orality and Citizenship Practices" (FAPEMIG - APQ-02405-09), enrolled in the Linguistics Research line and Language Teaching from PPG Linguistics – UFJF. The project's general objective is to investigate the crisis of linguistic and interactional practices in the school environment and it involves disssertative and thesis subprojects. This study uses, as an object, the perspective established by reports from students about school experiences ("Tell a case (good or bad) that happened to you or a colleague at school"). In order to achieve our research goals we chose, as the investigative setting, 21 public municipal schools in Juiz de Fora - MG, taking as subjects 454 students in the 9th grade of elementary school. The research was established as a Case Study and it applies mixed procedures - quantitative and qualitative - as an analytical method of the data. The core theoretical assumptions that guide our analysis come from Cognitive Linguistics (LAKOFF, 1987; LAKOFF & JOHNSON, 1999, 2002; FILLMORE, 1982; SALOMÃO, 1999, 2009; CROFT & CRUSE, 2004; MIRANDA, 2002, 2009) and specially from Frame Semantics (FILLMORE, 1979, 1982 & 2006) and from the project of lexical annotation FrameNet (www.framenet.icsi.berkeley.edu). From Social Sciences (FRIDMAN, 2000; ADELMAN, 2009; COSTA & VIEIRA, 2009), Moral Psychology (La Taille, 2006), Applied Linguistics, (FABRÍCIO, 2008; LOPES, 2008; RAJAGOPALAN, 2008), Genre Theory (DOLZ & SCHNEUWLY, 2004; BRÄKLING, 2010; BRONCKART, 2003) and from the ethical debate that rises in education (MIRANDA, 2005; LEME, 2009; TOGNETTA, 2003, 2008) comes the critical constructs for the interpretation of the data. Starting from the central analytical category - frame, our analysis is able to set the main conceptual scenes evoked by the students‟ stories and establish a network of hierarchical relations among frames. In these terms, the semantic analysis is outlined and it sets the map of the school life crisis viewed by the students. Four scenes hold the central focus: Indiscipline, Education_Teaching, Accident and Personal_Relationship. Within the Indiscipline macroframe, the subframe Hostile_Encounter is highlighted and is present in 72,2% of cases, covering different perspectives to the experiences of violence (physical, verbal, psychological, sexual and depredation). The classroom and the school are outlined as an area of values in crisis and conflicting experiences since 66,88% of the scenes disfavor or even prevent the teaching-learning process. However, the negative evaluation given by students about the scenes of violence which they themselves took part in marks the non-naturalization of conflict, showing that they still recognize ethical and moral principles. The search for some form of protagonism - positive or negative - is another important result and points to a way of rethinking the teaching practices. These findings suggest an equation between the required disciplinary contents and the value education in Brazilian schools.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-27T17:46:10Z No. of bitstreams: 1 brunocarlospereiradesouza.pdf: 1176002 bytes, checksum: 43380a5d01f595baca66f2d93cc24150 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-27T20:47:58Z (GMT) No. of bitstreams: 1 brunocarlospereiradesouza.pdf: 1176002 bytes, checksum: 43380a5d01f595baca66f2d93cc24150 (MD5) / Made available in DSpace on 2016-09-27T20:47:58Z (GMT). No. of bitstreams: 1 brunocarlospereiradesouza.pdf: 1176002 bytes, checksum: 43380a5d01f595baca66f2d93cc24150 (MD5) Previous issue date: 2014-11-17 / O presente estudo descreve o cenário do TURISMO_COMO_NEGÓCIO na forma dos frames que o constituem, e das unidades lexicais que o evocam. Nestes termos, é parte do projeto Copa 2014 FrameNet Brasil, o qual se configura como um produto de inovação tecnológica e tem como principal objetivo desenvolver, em meio eletrônico, um dicionário temático trilingue (Português - Inglês - Espanhol), destinado a usuários humanos, abrangendo os domínios do Futebol e do Turismo, baseado na Semântica de Frames e em interface com as WordNets do Português, do Inglês e do Espanhol. (SALOMÃO, M.M.M; TORRENT, T.T.; CAMPOS, F.C.A.; BRAGA, R.M.M. & VIEIRA, M.B., 2011). Nesta dissertação será apresentada detalhadamente as etapas de criação dos 8 frames aqui propostos e, a anotação lexicográfica de suas respectivas Unidades Lexicais que, juntas, constituem esse cenário. A metodologia aqui utilizada é a top-down, a qual se caracteriza pela busca na FrameNet Americana de frames que atendem à temática proposta pelo mesmo, em conjunto com a metodologia bottom-up do projeto Kicktionary, na qual primeiramente as unidades lexicais (ULs) são identificadas nos corpora e em seguida atribuem-se funções microtemáticas aos elementos sintáticos relacionados e definem- se os frames evocados por aquelas ULs. As sentenças utilizadas na análise foram retiradas dos corpora Cetenfolha, utilizando a ferramenta Word Sketch do Sketch Engine, utilizamos o referido corpora por se tratar de Cadernos de Turismo que apresenta uma vasta variedade de sentenças pertencentes ao domínio do turismo como negócio. O trabalho de descrição lexicográfica dos frames em questão contribuiu para o objetivo final do Projeto Copa 2014, que foi de descrever as estruturas conceptuais relacionadas ao domínio do Turismo e do Futebol nas três línguas alvo do dicionário. / The following paper intends to present the creation process of the frames Tourism_as_business as well as combinations of syntactic-semantic lexical units that evoke those frames. This paper brings a presentation of studies related to the project World Cup 2014 FrameNet Brazil, which is configured as a product of technological innovation and has as main objective to develop, electronically, a thematic trilingual dictionary (Portuguese English - Spanish) for human users, covering the dominance of Soccer and Tourism, based on Semantic Frames and interface with the WordNets of Portuguese, English and Spanish. (SALOMÃO, M.M.M; TORRENT, T.T.; CAMPOS, F.C.A.; BRAGA, R.M.M. & VIEIRA, M.B., 2011). This dissertation will present in detail the steps the creation of 8 frames proposed here and lexicographical Annotation of their respective Lexical Units wich constituent that scenario . For the construction of this dictionary the top-down methodology is used, which is characterized by the American FrameNet pursuit of the frames that answer to the theme proposed by such, along with the bottom-up methodology of the Kicktionary project, in which first the lexical units (ULs) are identified in the corpora and afterwards micro thematic functions are ascribed to related syntactic elements and the frames evoked by those ULs are set up. The sentences used in the analysis were taken Centenfolha, using the tool Word Sketch from Sketch Engine. The paper about description of lexical frames in matter contributes to the ultimate goal of the 2014 World Cup Project, which is to describe the conceptual structures related to the dominance of Tourism and Soccer in the three target languages of the dictionary.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-28T13:49:01Z No. of bitstreams: 1 vaniagomesdealmeida.pdf: 2059783 bytes, checksum: b878aad6c9a9dc4462f1582f9a8e257f (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-28T15:47:10Z (GMT) No. of bitstreams: 1 vaniagomesdealmeida.pdf: 2059783 bytes, checksum: b878aad6c9a9dc4462f1582f9a8e257f (MD5) / Made available in DSpace on 2016-09-28T15:47:10Z (GMT). No. of bitstreams: 1 vaniagomesdealmeida.pdf: 2059783 bytes, checksum: b878aad6c9a9dc4462f1582f9a8e257f (MD5) Previous issue date: 2016-07-25 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho se enquadra dentro das discussões teórico-metodológicas da FrameNet Brasil (FN-Br) e do Constructicon do português brasileiro e tem por objetivo (i) fornecer a modelagem linguístico-computacional necessária para o tratamento das construções Transitiva Ativa, Ergativa e de Argumento Cindido no Constructicon do Português do Brasil; (ii) apresentar e discutir os resultados de uma tarefa de descoberta de construções por máquina cujo objetivo é o de identificar instâncias das construções acima; (iii) discutir as implicações desta tarefa para o desenvolvimento de constructicons. Dessa maneira, esta dissertação busca embasamento na abordagem construcional da Berkeley Cunstruction Grammar proposta por Fillmore, Kay e O’Connor (1988), por Kay e Fillmore (1999) e Fillmore (2013). A nossa proposta se justifica pela escassez de estudos que integrem descrições linguísticas com modelos de representação computacionais cognitivamente plausíveis, possibilitando o tratamento de questões que ultrapassam os modelos de representação centrados exclusivamente em aspectos sintáticos . Nesse sentido, este trabalho se insere no âmbito da Linguística Computacional, que, conforme afirma Dias da Silva (1996), envolve a integração de questões em três domínios: linguístico, representacional e implementacional. Esta pesquisa se enquadra na fase representacional, uma vez que a fase linguística já foi proposta por Sampaio (2010), Ferreira (2009), Castilho (2010) e Perini (2010). Dado esse enquadramento, nosso objetivo foi modelar computacionalmente as construções Transitiva Ativa, Ergativa e CAC na base construcional da FrameNet, para que, posteriormente, na fase implementacional – não desenvolvida nesta dissertação, mas cujos resultados serão aqui discutidos – pudessem ser utilizadas em uma tarefa de descoberta construcional por máquina através do parser em desenvolvimento pela FN-Br, o CARMA. / This work is included in the theoretical and methodological discussions of FrameNet Brasil (FN-Br) and the Constructicon of Brazilian Portuguese. It aims to (i) provide a linguistic-computational modeling necessary for the treatment of the Active Transitive, Ergative and Split Object Constructions (CAC, in Portuguese) in the Constructicon of Brazilian Portuguese; (ii) present and discuss the results of a discovery-task of constructions by machine whose purpose is to identify instances of the constructions mentioned above; (iii) discuss the implications of this task for the development of constructicons. Thus, this dissertation is based on the constructional approach of Berkeley Construction Grammar proposed by Fillmore, Kay and O’Connor (1988), by Kay and Fillmore (1999) and Fillmore (2013). Our proposal is justified by the lack of studies that integrate linguistic descriptions with models of computational representation cognitively plausible, enabling the treatment of issues that surpass the representation models centered exclusively on syntactic aspects. Hence, this works falls within the framework of Computational Linguistics which, according Dias da Silva (1996), involves the integration of issues in three domains: Linguistic, Representational and Implementational. This research is inserted in the representational stage, once the linguistic stage has already been proposed by Sampaio (2010), Ferreira (2009), Castilho (2010) and Perini (2010). Given this framework, our objective is to computationally model the Active Transitive, Ergative and CAC into the constructional base of FrameNet, so that, later, in the Implementational stage – not developed in this dissertation, but whose results are discussed here – could be used in a constructional discovery-task by machine through the parser under development by FN-Br, the CARMA.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-29T12:47:08Z No. of bitstreams: 1 gabrieladasilvapires.pdf: 3566264 bytes, checksum: 26c4803938024950e865434e69613a0b (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-30T13:52:39Z (GMT) No. of bitstreams: 1 gabrieladasilvapires.pdf: 3566264 bytes, checksum: 26c4803938024950e865434e69613a0b (MD5) / Made available in DSpace on 2016-09-30T13:52:39Z (GMT). No. of bitstreams: 1 gabrieladasilvapires.pdf: 3566264 bytes, checksum: 26c4803938024950e865434e69613a0b (MD5) Previous issue date: 2010-06-11 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho vincula-se ao projeto de pesquisa de implantação do Projeto FrameNet Brasil (SALOMÃO, 2009a) e tem como objetivo empreender a descrição lexicográfica de sete Unidades Lexicais (ULs) que evocam a cena de abertura no frame Fechamento, a saber: quatro ULs monolexêmicas – desabotoar, desarrolhar, desatarraxar, destampar –; e três ULs polilexêmicas – abrir_((tampa)), levantar_((tampa)) e tirar_((tampa)). Verificada a Relação interframes Usando que vincula os frames Fechamento e Movimento_corporal, são também descritas três ULs que evocam a cena de abertura no frame Movimento_corporal, a saber: abrir_((boca)), abrir_((mão)) e abrir_((olho)). A pesquisa foi feita com base em evidência de corpus através da busca em cinco corpora eletrônicos e pretende documentar as propriedades combinatórias sintáticas e semânticas (as chamadas valências) das Unidades Lexicais referenciadas. A partir do referencial teórico da Semântica de Frames e inserida na agenda dos estudos sociocognitivos, a pesquisa do frame e a definição dos Elementos do Frame centrais e não-centrais, parte-se para a postulação de três camadas principais: Elemento do Frame, Função Gramatical e Tipo de Sintagma. Pretende-se que as análises feitas contribuam para a construção da contraparte para o português brasileiro da rede semântica FrameNet. / This work is associated to the research project to implement Brazil FrameNet Project (SALOMÃO, 2009a) and it aims at the lexical description of seven Lexical Units (LU) which evoke the opening scene in the Closure frame: desabotoar, desarrolhar, desatarraxar, destampar, and three multiword expressions: abrir_((tampa)), levantar_((tampa)), and tirar_((tampa)). Once observed that the interframe Using Relation links the Closure and the Body_movement frames in their Brazilian Portuguese counterparts, there is the lexical description of three LU which evoke scenes of opening in the Body_movement frame: abrir_((boca)), abrir_((mão)) and abrir_((olho)). The research was done based on corpus evidences taken from five electronic corpora. This work also has the purpose to record the combinatory syntactic and semantic properties (the so-called valences) of these LU. Taking for granted the theoretical references from the Frames Semantics and inserted within the sociocognitive agenda, the research is developed from the schemes of FrameNet American Project. Following the frame description and the definition of the Frame Elements (FE), the sentence annotation is operated from the postulation of its three main layers: the Frame Element, the Grammatical Function and the Phrase Type. It is expected that the analyses developed in this work may contribute to the construction of Brazilian Portuguese counterpart to FrameNet semantic net.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-10T11:30:46Z No. of bitstreams: 1 renatacristinadebarrosvieiramarques.pdf: 3549084 bytes, checksum: 8a2b4da470490a3c5d9c3990155f4f30 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-11T15:50:14Z (GMT) No. of bitstreams: 1 renatacristinadebarrosvieiramarques.pdf: 3549084 bytes, checksum: 8a2b4da470490a3c5d9c3990155f4f30 (MD5) / Made available in DSpace on 2016-10-11T15:50:14Z (GMT). No. of bitstreams: 1 renatacristinadebarrosvieiramarques.pdf: 3549084 bytes, checksum: 8a2b4da470490a3c5d9c3990155f4f30 (MD5) Previous issue date: 2009-11-10 / Este trabalho vincula-se ao projeto de pesquisa de implantação do Projeto FrameNet Brasil (SALOMÃO, 2008) e tem como objetivo empreender a descrição lexicográfica de oito Unidades Lexicais que evocam a cena de CORTE, a saber: aparar v., aparado adj., cortar v., fatiar v., ralar v., ralado v., recortar v., serrar v. A pesquisa foi feita com base em evidência de corpus através da busca em dezesseis corpora pertencentes ao projeto LINGUATECA e pretende documentar as propriedades combinatórias sintáticas e semânticas (as chamadas valências) das Unidades Lexicais referenciadas. A partir do referencial teórico da Semântica de Frames e inserida na agenda dos estudos sociocognitivos, a pesquisa desenvolvese nos moldes do Projeto FrameNet americano. Após a descrição do frame e a definição dos Elementos do Frame centrais e não-centrais, parte-se para pesquisa em corpus e, na sequência, é feita a anotação das sentenças a partir da postulação de três camadas principais: Elemento do Frame, Função Gramatical e Tipo de Sintagma. Pretende-se que as análises feitas contribuam para a construção da contraparte para o português brasileiro da rede semântica FrameNet. / This work is associated to the research project to implement Brazil FrameNet Project (SALOMÃO, 2008) and it aims at the lexical description of eight Lexical Units (LU) which evoke the CUT scene: aparar v., aparado adj., cortar v., fatiar v., ralar v., ralado v., recortar v., serrar v .The research was done based on corpus evidences taken from sixteen corpora inserted into the LINGUATECA project. This work also has the purpose to record the combinatory syntactic and semantic properties (the socalled valences) of these LU. Taking for granted the theoretical references from the Frames Semantics and inserted within the sociocognitive agenda, the research is developed from the schemes of Frame Net American project. Following the frame description and the definition of the Frame Elements (FE), the sentence annotation is operated from the postulation of its three main layers: the Frame Element, the Grammatical Function and the Syntagma Type. It is expected that the analyses developed in this work may contribute to the construction of Brazilian Portuguese counterpart to FrameNet semantic net.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-02-10T13:08:33Z No. of bitstreams: 1 dissertacao.pdf: 8398624 bytes, checksum: 8c08acb786115f282f0de47128d0c99a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-16T13:54:48Z (GMT) No. of bitstreams: 1 dissertacao.pdf: 8398624 bytes, checksum: 8c08acb786115f282f0de47128d0c99a (MD5) / Made available in DSpace on 2017-02-16T13:54:48Z (GMT). No. of bitstreams: 1 dissertacao.pdf: 8398624 bytes, checksum: 8c08acb786115f282f0de47128d0c99a (MD5) Previous issue date: 2015-08-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho vincula-se ao macroprojeto “Ensino de língua Portuguesa — da formação docente à sala de aula” (MIRANDA, 2014- PROFLETRAS/UFJF) que, em sua segunda etapa, volta-se para uma investigação de caráter interventivo e participativo. O projeto tem como meta encontrar novos rumos pedagógicos para a sala de aula de Língua Portuguesa direcionados para o enfrentamento da crise interacional fortemente evidenciada neste espaço e impeditiva do processo ensino-aprendizagem (LIMA, 2009 ; BERNARDO, 2011; FONTES, 2012; LOURES, 2013). Trata-se de um estudo de caso de caráter híbrido — linguístico e educacional — que tem como cenário investigativo uma sala de aula de Língua Portuguesa, de uma escola pública, do município de Bom Jesus do Itabapoana-RJ, composta por 26 alunos do 6º ano do Ensino Fundamental, onde a pesquisadora-participante atua. O estudo diagnóstico (1ª. etapa) parte da análise de narrativas dos discentes, de modo a se verificar a perspectiva desses sujeitos sobre as aulas de Português e confrontá-la com a voz docente e a voz de outros discentes investigados em estudos de caso vinculados ao nosso macroprojeto. O aporte teórico para tal análise advém da Semântica de frames (FILLMORE, 2009 [1982]), um modelo teórico da Linguística Cognitiva, e de sua aplicação no projeto lexicográfico computacional (https://framenet.icsi.berkekey.edu). A segunda etapa, definida pela pesquisa-ação (MORIN, 2004), consiste na proposição de uma intervenção no cotidiano da aula de Português, mediante escolha de novas tecnologias de ensino ancoradas no protagonismo juvenil (Costa e Vieira, 2006) a serem desenvolvidas, avaliadas e, processualmente, registradas ao longo de um (1) semestre letivo. / This work is linked to the macroproject "Portuguese language teaching – from the college graduation to the scholl classroom” (MIRANDA, 2014- PROFLETRAS / UFJF) which, in its second stage, turns to one intervention is tand participatory nature ofresearch. The project taims to find new educational courses for Portuguese classes directed to face the interactional crisis stronglye videnced in this space and impeding the teaching-learning process (LIMA, 2009; BERNARDO, 2011; SOURCES, 2012; LOURES, 2013). It is a hybrid character of case study – language and education – whose investigate a Portuguese Language classroom, in a public school in the municipality of Bom Jesus do Itabapoana-RJ, composed of 26 students of the 6th year of elementary school, where there searcher-participant Works. The diagnostic study (1st. Stage) starts from the analysis of students narratives, in order to verify the prospect of the mon the Portuguese lessons and compare it with the teacher voice and the voice of other students investigated in other case studies linked tour macroproject. The the- oretical basis for this analysis comes from the Semantic frames (FILLMORE, 2009 [1982]), a theoretical model of Cognitive Linguistics, and its application in computational lexicography project (https://framenet.icsi.berkekey.edu). The second stage, defined by action research (MORIN, 2004), consists in proposing an intervention in the Portuguese class of everyday life, by choosing new teaching technologie sanchored in youth leadership (Costa and Vieira, 2006 )to be developed, evaluated and, procedurally, recorded over one (1) semester.

Submitted by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-02-22T16:33:38Z No. of bitstreams: 1 Dissertação de mestrado _Lívia L. V. de Oliveira_modo normal.pdf: 1196665 bytes, checksum: 1980f72c405615566b9928c0fb467450 (MD5) / Made available in DSpace on 2017-02-22T16:33:38Z (GMT). No. of bitstreams: 1 Dissertação de mestrado _Lívia L. V. de Oliveira_modo normal.pdf: 1196665 bytes, checksum: 1980f72c405615566b9928c0fb467450 (MD5) / O presente trabalho buscou investigar qual seria o papel dos frames na leitura de cartuns em um contexto de ensino/aprendizagem de inglês como LE. Em primeiro lugar, foi feito um breve percurso pelas diferentes concepções teóricas de leitura, assim como analisadas as suas implicações para o ensino, em particular para o ensino de leitura em LE. Também foram abordados os níveis de leitura e as ideias de multimodalidade e letramento. A seguir, foram apresentados os principais pressupostos teóricos da Linguística Cognitiva e da abordagem sociocognitiva, assim como foi delimitado o conceito de frame do qual partiu a pesquisa e justificada a escolha do gênero discursivo em questão: o Cartum. A metodologia adotada na geração dos dados lançou mão de quatro instrumentos investigativos, sendo o principal deles o grupo de atividades de pré-leitura, onde os participantes puderam antecipar alguns assuntos com que iriam se deparar na leitura dos cartuns. Conforme consta na análise dos dados e discussão geral dos resultados, foi sobretudo na fase da pré-leitura que os frames demonstraram ter um papel mais significativo, seja através da estratégia do estímulo direto ou indireto, uma vez que se constituíram como caminhos para a ativação do conhecimento prévio do aprendiz relativamente aos aspectos socioculturais da língua-alvo. / The present study has investigated what would be the frames’ role regarding the reading of cartoons in an EFL context. First of all, it was made a brief description of different theoretical conceptions about reading and it was analyzed their pedagogic implications, especially for EFL teaching. The reading stages and the multimodality and literacy ideas were also taken into consideration. In the second and third parts of our theoretical background, we focused on the main theoretical assumptions about Cognitive Linguistics and the socio-cognitive approach, as well as the concept of frame that the study was based on and the rationales for the choice of the discursive genre: Cartoon. The data generation process drew on four investigating instruments, the main one being a series of pre-reading activities, where the participants could anticipate some issues they would come across with when reading the cartoons. As we could see in the data analysis and general discussion about the results, it was mainly in the pre-reading stage that frames had the most significant role, both through direct and indirect stimulation strategies, since they worked themselves as paths to the learner’s prior knowledge activation regarding the target language’s socio-cultural aspects.

Reinforced concrete frame buildings designed and built prior to the enactment of modern seismic codes of the pre-1970’s era are considered seismically vulnerable, particularly when they are subjected to strong ground motions. It is the objective of this research to develop a new and innovative seismic retrofit technology for seismic upgrading of nonductile or limited ductility reinforced concrete frame buildings involving the implementation of buckling restrained braces. To achieve this objective, combined experimental and analytical research was conducted. The experimental research involved tests of large-scales reinforced concrete frames under slowly applied lateral deformation reversals, and the analytical research involved design and nonlinear analysis of laboratory specimens, as well as design and dynamic inelastic response history analysis of selected prototype buildings in eastern and western Canada. The research project started with a comprehensive review of the building code development in Canada to assess the progression of seismic design requirements over the years, and to select a representative period within which a significant number of engineered buildings were designed and constructed with seismic deficiencies. A similar review of seismic design and detailing provisions of the Canadian Standard Association (CSA) Standard A23.3 on Design of Concrete Structures was also conducted for the same purpose. Six-storey and ten-storey prototype buildings were designed for Ottawa and Vancouver, using the seismic provisions of the 1965 National Building Code of Canada, representative of buildings in eastern and western Canadian. Preliminary static and dynamic linear elastic analyses were performed to assess the effectiveness of upgrading the ten-storey reinforced concrete building designed for Ottawa. The retrofit methods studied consisted of lateral bracing by adding reinforced concrete shear walls, diagonal steel braces, or diagonal steel cable strands. The results indicated that the retrofit techniques are effective in limiting deformations in non-ductile frame elements to the elastic range. The numerical analyses were used to demonstrate the effectiveness of Buckling Restrained Braces (BRBs) as a retrofit method for seismically deficient reinforced concrete frame buildings. The experimental phase of research consisted of two, 2/3rd scale, single bay and single storey reinforced concrete frames, designed and constructed based on a prototype sixstorey moment resisting frame building located in Ottawa and Vancouver, following the requirements of the 1965 edition of the NBCC. One test specimen served as a bare control frame (BCF) that was first tested, repaired and retrofitted (RRF) to evaluate the effectiveness of the proposed retrofit methodology for buildings subjected to earthquakes in the City of Ottawa. The control frame was assessed to be seismically deficient. The second frame served as a companion non-damaged frame (RF) that was retrofitted with a similar retrofit concept but for buildings subjected to earthquakes in the City of Vancouver. A new buckling restrained brace (BRB) was conceived and developed to retrofit existing sub-standard reinforced concrete frames against seismic actions. The new BRB consists of a ductile inner steel core and an outer circular sleeve that encompasses two circular steel sections of different diameters to provide lateral restraint against buckling in compression of inner steel core. Mortar is placed between the two circular sections to provide additional buckling resistance. The inner core is connected to novel end units that allow extension and contraction during tension-compression cycles under seismic loading while providing lateral restraint against buckling within the end zones. The end units constitute an original contribution to the design of Buckling Restrained Braces (BRBs), providing continuous lateral restraint along the core bar. The new technique has been verified experimentally by testing four BRBs on the two test structures under simulated seismic loading. The test results of the BRB retrofitted frames indicate promising seismic performance, with substantial increases in the lateral load and displacement ductility capacities by factors of up to 3.9 and 2.6, respectively. In addition, the test results demonstrate that the BRB technology can provide excellent drift control, increased stiffness, and significant energy dissipation, while the reinforced concrete frames continue fulfilling their function as gravity load carrying frames. The above development was further verified by an exhaustive analytical study using SAP2000. At the onset, analyses were conducted to calibrate and verify the analytical models. Two-dimensional, one-bay, one-storey models, simulating the BCF and RRF test frames, were created. The models were subjected to incrementally increasing lateral displacement reversals in nonlinear static pushover analyses, and the results were compared with those obtained in the test program. Material nonlinearity was modeled using “Links” to incorporate all lumped linear and nonlinear properties that were defined with moment-rotation properties for flexural frame members and with force-displacement properties for the diagonal buckling restrained braces. Comparison with test data demonstrated good agreement of the frame behaviour in the elastic and post-elastic ranges, and the loading and unloading stiffness. The research program was further augmented with nonlinear dynamic time history analyses to verify the feasibility of the new retrofit technique in multi-storey reinforced concrete frame buildings located in Canada and their performances relative to the performance-based design objectives stated in current codes. Prior to conducting the analyses, 450 artificial earthquake records were studied to select the best matches to the Uniform Hazard Spectra (UHS) according to the 2010 edition of the NBCC for Ottawa and Vancouver. Furthermore, additional analyses were conducted on buildings for the City of Ottawa based on amplified Uniform Hazard Spectrum compatible earthquake records. The nonlinear time-history response analyses were conducted using a model that permits inelasticity in both the frame elements and the BRBs.The results indicated that reinforced concrete buildings built before the 1970’s in the City of Ottawa do not require seismic retrofitting; they remain within the elastic range under current code-compatible earthquake records. The structural building performance is within the Immediate Occupancy level, and all structural elements have capacities greater than the force demands. In the City of Vancouver, buildings in their virgin state experienced maximum interstorey drifts of 2.3%, which is within the Collapse Prevention structural performance level. Improved building performance was realized by retrofitting the exterior frames with multiple uses of the BRB developed in this research project. The seismic shear demands were reduced in the columns, while limiting the deformations in the non-ductile frame elements to the elastic range. The lateral interstorey drift was limited to 0.92%, which lies within the Life Safety structural performance level.

This research examined how public policy addresses long-term societal challenges. The case study focused on policy narratives and frames of resource efficiency in the ‘Roadmap to a Resource Efficient Europe’ of the European Commission (EC). The study followed an interpretive constructionist perspective on public policy and assumed a research strategy based on a single critical case study. The literature review examined perspectives on policy narratives, frames, knowledge and social learning in the interpretive policy analysis and organisation studies literature. Foresight and futures literature also provided insights on the use and nature of knowledge and policy learning in the process of deliberation of future visions. The empirical enquiry was based on a series of in-depth interviews with policy stakeholders, formal EU policy documents and speeches as well as participation in targeted policy events. The thesis makes contributions in three areas. First, the study developed and applied a new conceptual and methodological approach – a policy narrative framework analysis(POLFRAME) – to examine different discursive and narrative layers of policy narratives of the resource efficiency agenda. The framework can lend itself to interrogate any policy narrative, notably ones with explicit or implicit future scenarios and vision. Second, the policy case study contributed to knowledge on the evolving EU policy area of resource efficiency, addressing challenges of the sustainable use of natural resources. The research provided insights into how a complex societal, economic and environmental challenge of resource efficiency was understood by different stakeholders and intentionally framed in the official policy narrative. The emerging EU agenda on resource efficiency was intentionally reframed to advance a broader approach to environmental policy that moves beyond a traditional goal of environmental protection towards a systemic transition of economic system to achieve decoupling of economic growth from environmental impacts. While the study found evidence of a significant shift in scoping the challenge, their framing has not led to radical changes in underlying normative assumptions on the relation between nature and society or on the central role of economic growth in transition. Third, the research discussed theoretical implications of introducing a long-term challenge-driven perspective to public policy narratives. Introducing a future vision to policy narrative added a stronger normative orientation to policy argumentation. The case study demonstrated that an inclusion of a long-term societal challenge to the resource efficiency agenda influenced the selection, interpretation and use of evidence in policy narratives. The design of challenge-driven long-term policies bears a family resemblance to the perspective of post-normal science. Finally, the thesis puts forward messages and recommendations for policy makers and practitioners interested in the process of radical policy reframing. It also suggests further research encompassing a comparative dimension and longer periods of enquiry of policy frames, which would allow for better understanding the effects of the reframing of policy on various phases of policy cycles.