Yes / That organizations exist in a fluid environment of unprecedented and discontinuous change seems beyond debate. We seem to find ourselves immersed in a world in which events have a tendency to unfold and overtake us in unforeseeable and novel ways that defy comprehension; a crisis of meaning takes place and conventional sensemaking is disrupted. Our need to imaginatively construct new meanings that allow us to understand what is going on and to work out how to respond becomes ever more pressing. We do live in interesting times. The emergence of the new, however, challenges current established ways of knowing and opens a creative space for radical learning to take place. Novelty stimulates the generative process by which organizations and individuals learn, adapt to and cope with the exigencies they face in order to survive and progress. Such radical learning occurs when creative linguistic interventions in dialogue opens up semantic spaces whereby new terms are coined and old ones broken up, combined and/or redeployed in novel ways, in an effort to give expression to the fresh circumstances experienced or new phenomena observed. We call this kind of imaginative linguistic intervention semantic transformation. In this paper we argue that it is this semantic transformation that promotes radical transformational learning. Such semantic transformation is predicated on the improvisatory character of dialogue as a form of communication. We explore how, through this dialogical process of semantic transformation, we discover the resources and means to respond to the vagueness and equivocality experienced, by exploiting language in novel ways in our attempts to make sense of and account for such experiences.

Made available in DSpace on 2014-12-17T15:07:08Z (GMT). No. of bitstreams: 1 NaraJAB_DISSERT.pdf: 612958 bytes, checksum: a8bb10f184372180ba364567f0b2d48e (MD5) Previous issue date: 2014-02-03 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Neste trabalho, tomamos como objeto de estudo a express?o da fun??o contrafactual presente em constru??es do tipo se p, ent?o q , com foco no uso alternado de formas verbais na estrutura??o da ap?dose/condicionado, cujo valor ? canonicamente designado pelo futuro do pret?rito. Trabalhamos com amostras de fala extra?das de reportagens televisivas veiculadas na televis?o brasileira entre os anos de 2010 e 2013. A base te?ricometodol?gica para nossa discuss?o adv?m dos princ?pios do Sociofuncionalismo (cf. TAVARES, 2003, 2011, 2013; GORSKI; TAVARES, 2013; entre outros) que, por sua vez, trabalha na interface entre os pressupostos do Funcionalismo lingu?stico (cf. GIV?N, 2001; BYBEE, 2010; entre outros) e da Sociolingu?stica (cf. WEINRICH; LABOV; HERZOG, 1968; LABOV, 2008 [1972], 2001, 2010; entre outros). Averiguamos contextos lingu?sticos e extralingu?sticos pass?veis de influenciar a escolha do falante pelo futuro do pret?rito ou pelo pret?rito imperfeito, tanto em suas formas simples quanto em locu??es ou formas perifr?sticas. Para tanto, partimos da hip?tese de que fatores lingu?sticos como a ordem da senten?a e o paralelismo, e de que fatores sociais como o sexo e o n?vel de escolaridade sejam relevantes para a explica??o do uso alternado de formas verbais na codifica??o da indica??o contrafactual. Os resultados obtidos em nossa an?lise (qualitativa e quantitativa) apontam a relev?ncia de alguns desses fatores no uso efetivo das formas verbais futuro do pret?rito e do pret?rito imperfeito do indicativo nas ap?doses contrafactuais, e ressaltam o papel de princ?pios funcionalistas (a exemplo do princ?pio da marca??o e do princ?pio da iconicidade) sobre o uso vari?vel das formas verbais sob enfoque