[pt] O estudo focaliza os estilos conversacionais emergentes da interação entre terapeutas e clientes no contexto de uma primeira sessão de terapia de família a partir de uma perspectiva teórica de integração entre as ordens institucionais e interacionais do discurso. A partir da análise dos dados, percebemos que a sessão de terapia apresenta uma configuração discursiva híbrida, demonstrando características de discurso institucional e de conversa espontânea, evidenciadas pela natureza do piso conversacional - ora configurando-se como típico da fala do especialista, ora apresentando-se colaborativo, característico de uma fala mais livre - observado no decorrer da interação entre terapeutas e clientes. Argumentamos, então, ao articular os conceitos de ordem institucional e ordem interacional, que essas instâncias de fala-em-interação com características de conversa cotidiana são contextualmente relevantes para a realização do mandato institucional peculiar à terapia de família e não desvios da organização institucional. / [en] This study focuses on the emergent conversational styles in the interaction between therapists and clients in a context of a first session of family therapy from a theoretical point-of-view which aims at integrating the institutional and interactional orders of discourse. It was possible to observe that the therapy session presents a hybrid discursive configuration, displaying the characteristics from both institutional and ordinary talk, which is evidenced by the nature of the conversational floor - at times configuring itself as expert talk, at times structuring itself as spontaneous talk -observed throughout the interaction between therapists and clients. Therefore, by articulating the concepts of institutional order and interactional order, we argue that these instances of talk-in-interaction, characterized as ordinary talk, are contextually relevant for the accomplishment of the institutional mandate peculiar to family therapy and not deviations from the institutional organization.

The present study analyses turn-taking in spoken discourse in seminar settings of higher education. The aim of the study is two-fold, (i) to explore how teachers organize their classroom discourse in terms of turn-taking structure, discursive organization and the subject positions of teachers and students and (ii) to further explore how power asymmetry in the teacher-student relationship may be realized in institutional discourse settings such as classrooms. Through the frameworks of institutional discourse, conversation analysis (CA) and critical discourse analysis (CDA), the study encompasses analyses of seminar data culled from The British Academic Spoken English (BASE) corpus. The study analyses the discourse organization of two different seminars in social studies and sciences by their turn-taking structure, turn-distribution and activity types to discuss the institutional properties of the interactions and the power asymmetry between participants. The analysis shows that the discursive subject roles of “teacher” and “student” have different claims to power and that the participants are more or less restricted by both the structure of the turn-taking systems and the activity types of the seminars. The teachers of the two seminars are further shown to restrict their students’ speaking rights and discursive mobility, using different discursive strategies to achieve their goals and to exercise control over the discourse, but that some students more or less effectively resist this control by utilizing the discourse structure and its resources to their advantage.

Made available in DSpace on 2016-04-28T19:34:34Z (GMT). No. of bitstreams: 1 Antonia da Conceicao Espirito Santo.pdf: 1211676 bytes, checksum: 20b5c04e019fa2ab3268a7d3106ff65e (MD5) Previous issue date: 2009-04-15 / Secretaria da Educação do Estado de São Paulo / This Dissertation is situated on the Critical Analysis of the Discourse, in interdisciplinarity with Text Linguistics, Social Representation Theory and Enunciation Theory. Its General Purpose it to contribute with the study of the different roles in different Brazilian social and cultural groups, and its Specific Purposes are: to identify the different social roles forming the social structure of our northeastern country man ( sertanejo ); to examine how such roles function, focusing the interaction of the northeastern country man with other social groups; and to recognize the cultural and ideological values contained in the representation of the different social roles examined. It is justified that the frequent evaluations of Brazilian education evidence the inefficiency of public schools in the teaching-learning process, the solutions commonly presented being given by professionals who are out of school and, thus, the classroom context and the student profile are not considered. The setting point of the investigation was to know the different social representations, which are kinds of knowledge stored in the students long term memory, by means of a questionnaire to characterize them and to choose one of their favorite songs. The hypothesis guiding the research results from the dialect between the social and the individual aspects, and the methodological proceeding was the theoreticalanalytical one, which enabled the analysis of the base-text, taking into consideration the categories Society, Cognition and Speech, being supported by internal texts. The results obtained evidence that: 1) the base-text brings Renato Russo s complaint against social injustice and oppression in the lower classes resulting from northeastern migration; 2) the big city is represented by different social groups, each one with specific social roles determined by the Power ideology; 3) the Power is established by the economic power, which reorganizes the other social hierarchies, present in the representations of the social cognition signs, intra, inter and extra group. In conclusion, the citizenship is not attributed to all Brazilian citizens, since lower classes are subject to the State, although the State is not responsible for them / Dissertação situada na Análise Critica do Discurso, em interdisciplinaridade com a Linguística de Texto, a Teoria das Representações Sociais e a Teoria da Enunciação. Tem por Objetivo Geral, contribuir para os estudos dos papéis sociais, em diferentes grupos sócio-culturais brasileiros e por Objetivos Específicos: identificar os diferentes papéis sociais que compõem a estrutura da sociedade do nosso sertanejo nordestino; examinar qual funcionamento esses papéis têm entre si, a partir da interação do sertanejo nordestino com outros grupos sociais; e reconhecer os valores culturais e ideológicos, contidos na representação dos diferentes papéis sociais examinados. Justifica-se, pois frequentes avaliações da educação brasileira apontam a ineficiência das escolas públicas no processo ensino-aprendizagem e as soluções apontadas são, comumente, apresentadas por profissionais que atuam fora da escola e, portanto, o contexto da sala de aula e o perfil do aluno são desconsiderados. O ponto de partida da investigação foi conhecer as diferentes representações sociais, que são formas de conhecimento armazenadas na memória de longo prazo dos alunos, através de um questionário para caracterizá-los e para a escolha de uma música de suas preferências. A hipótese orientadora da pesquisa decorre da dialética entre o social e o individual e o procedimento metodológico foi teórico-analítico, o que propiciou a análise do texto-base a partir das categorias Sociedade, Cognição e Discurso, sendo complementada por intertextos. Os resultados obtidos indicam que: 1) o texto-base traz, representado em língua, uma denúncia de Renato Russo contra a injustiça e a opressão social, relativas às classes carentes, oriundas da migração nordestina; 2) a metrópole é representada por diferentes grupos sociais, cada um com papéis sociais específicos, determinados pela ideologia do Poder; 3) o Poder se institui a partir do poder econômico, que reorganiza as demais hierarquias sociais, presentes nas representações dos marcos de cognição social, intra, inter e extragrupais. Conclui-se que a cidadania não é atribuída a todos os brasileiros, pois, as classes mais carentes têm dever com o Estado, porém, o Estado não tem dever com elas

Thesis (PhD)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009. / Bibliography: p. 210-223. / General introduction -- A multimodal analysis of the 2006 Mexican presidential campaign billboards -- Study 2: Discourses of obligation and prohibition within an institutional setting -- Study 3: Gatekeeping practices at the LEMO: a multimodal analysis -- General conculsions. / This is a thesis composed of three studies linked by a common critical multimodal approach to the analysis of the data. Fairclough's (1992, 1995) three-dimensional framework was drawn on in order to explore the social practice, discursive practice and text dimensions of the discourses in question. The first two studies focus on printed texts in Mexican Spanish, whereas the third study addresses spoken interaction in English with occasional code switching to Spanish. -- Study 1: A Multimodal Analysis of the 2006 Mexican Presidential Campaign Billboards - This is a joint study (with my colleague Michael Witten and approved by my supervisor and the Department of Linguistics at Macquarie) which analyzes the political discourse of the multimodal and multisemiotic texts that the three major political parties involved in the 2006 Mexican presidential elections produced and extensively distributed through the medium of public billboards. We investigate how these parties express their particular ideologies, construct and convey social identities and relationships, and construct relations of power between themselves and the readers/viewers of these texts, through the medium of billboards. As indicated in the preamble, the methodological framework addresses these issues drawing on Fairclough's (1992, 1995) three-dimensional model of analysis while employing a variety of qualitative techniques, tools, and approaches. -- Study 2: Discourses of obligation and prohibition within an institutional setting - Following the theme of multimodal critical discourse analysis, this study examines the institutionalized discourses of obligation and prohibition at the Library of the Language Faculty (LEMO)*of a public university in Mexico. Six different texts pertaining to various genres ranging from a protocol to notices were examined. Multiple qualitative methodologies and tools such as those drawn from ethnography, critical discourse analysis, and systemic functional linguistics are utilized in the analysis of the data. Power relations between the institution and the library users are examined as well as the conditions of text production and reception, the latter through an ethnographic component. An emphasis is placed on the linguistic text. -- Study 3: Gatekeeping practices at the LEMO - This study investigates one of the gatekeeping practices at the Language Faculty of a public university in Mexico (see above). The particular practice concerned consists of the professional examinations (vivas) that students have to take in order to obtain their degrees of 'Licenciatura en Lenguas Modernas' (BEd in Modern Languages) in the English Teaching section of the university. This study focuses on the professional discourse(s) utilized by both candidates and examiners by means of analyzing the texts of four recorded professional examinations. This study chiefly draws on Goffman's (1959) dramaturgical concepts of 'frontstage' and 'backstage', where the analysis of the frontstage work addresses the Question-and-Answer section of the examinations, and the analysis of the backstage work addresses the subsequent deliberations among the examiners concerning the performance of the candidates. Multiple qualitative methodologies and tools are again drawn upon, such as ethnographic analysis, interactional sociolinguistics and critical discourse analysis. (* Facultad de Lenguas) / Mode of access: World Wide Web. / xii, 233 p. : ill. (some col.)

This research has as main aim effect a theoretical-epistemological discussion about the constitution of the media materiality according to the French discourse analysis theory (DA), contemplating the functioning of the audiovisual in the discourses of language courses (English). The theoretical-methodological criteria are based in the DA theory proposed by Pêcheux ([1975] 1988, [1981] 2009, [1983] 2002) in articulation with the courtinean historical semiology (1985, 2006, 2008a, 2008b, 2011) and operated under the foulcaultian perspective (1988, [1969] 1995, [1971] 1996, [1979] 2007, [1981-1982] 2010b) of discursive practice, enunciate, knowledge, power, truth, subject, subjectivity. For doing so, the following investigation questions were proposed: What is the definition of substance for Linguistics and DA? How substances of sound, the body, substances of expression, and objects of the image contribute to the production of meanings of the discourses which compose the corpus of the research? How do the English courses, through the audiovisual discourse of advertising, mean the Brazilian learner of English and the learning of the English language? How do these truths are erected inside these materials when dealing with the issues listed before and in the relations of the Brazilian with the English language and with the speaker of the English language, which certainly contribute to the production of subjectivity of the English language learner? The hypothesis raised that the substances which integrate the materialities (of the corpus) apart from cooperating with the meaning process of the discourse, also indicate specific meanings inside these materialities was confirmed. The corpus of the research is made up of advertisements of four English courses broadcast on TV and Internet between 2010-2013, totalizing eleven audiovisual objects. In general, the theoretical discussions made and the analyses indicate the usefulness of articulating the historical semiology proposal with DA, this is due to the signs and symptoms which emanate from these significant materials. Concerning the analysis of sound substance, we verify its relevance as a constituent element of history, we highlight the vocal intensity as counterpart of meaning, the relation of timbre substance with the identity of the subject, as well as the role of tone in the production of meanings contrary to the verbal. We analyzed the substances of expression and how these contribute to the production of meanings of the discourse in several ways. Furthermore, the materialities showed how substances in the image scope and the objects regulate the power games and corroborate the production of truths inside the discursive practices. About the learner and learning, we point out that the Brazilian learner of English needs to have perfect pronunciation, and his fluency is intimately related to the fact of having a native teacher. The legitimated learner, in this respect, is put into an idealized place of knowledge. Apart from that, the advertisements demonstrate that English learning flows without any conflict, and the learning process is also erased to the detriment of the product. Their success (of the learner) is strictly entailed to the competence of the oral ability. Also, the Brazilian has to learn the foreign language and use it never the foreigner. This last one, on the contrary, occupies the place of powers (domination) and knowledge. To finish, ruled by post-modernity, the advertisements promote the disposable culture (especially concerning the learner s body); and the punishment factor along with ridiculousness permeates the discursive formation about learner/learning of English language in Brazil. These factors certainly corroborate the constitution of subjects / Esta pesquisa tem como propósito principal efetuar uma discussão teórico-epistemológica sobre a constituição da materialidade midiática no imo da Análise do Discurso de linha francesa (AD), contemplando o funcionamento do audiovisual nos discursos de cursos de idiomas (inglês). Os critérios teórico-metodológicos se pautam na AD fundamentada por Pêcheux ([1975] 1988, [1981] 2009, [1983] 2002) em articulação com a Semiologia histórica courtineana (1985, 2006, 2008a, 2008b, 2011) e trabalhados sob a perspectiva foucaultiana (1988, [1969] 1995, [1971] 1996, [1979] 2007, [1981-1982] 2010b) acerca de prática discursiva, enunciado, saber, poder, verdade, sujeito e subjetividade. Para efetuar tal empreendimento, estabelecemos as seguintes questões de investigação: Qual é a definição de substância para a Linguística e para a AD? Como as substâncias do som, o corpo, as substâncias da expressão e os objetos constitutivos da imagem concorrem na produção de sentidos dos discursos que compõem o corpus da pesquisa? Como os cursos de línguas, por meio do discurso publicitário audiovisual, significam o aprendiz brasileiro de língua inglesa e a aprendizagem de língua inglesa? Que verdades são construídas no interior dessas materialidades ao tratar sobre as questões apontadas anteriormente e nas relações do brasileiro com a língua inglesa e com o falante de língua inglesa, as quais, certamente, concorrem na produção de subjetividade do sujeito aprendiz de língua inglesa? O corpus da pesquisa compõe-se de propagandas de quatro cursos de inglês difundidas na TV e Internet entre 2010-2013, perfazendo, no total, onze objetos audiovisuais. De um modo geral, as discussões teóricas efetuadas e as análises apontam a proficuidade de se articular a proposta da semiologia histórica com a AD, isto em virtude dos sinais e indícios que emanam desses materiais significantes. Sobre a análise da substância sonora, destacamos sua relevância como elemento integrante da história; verificamos a intensidade vocal como contraparte da significação; a relação da substância tímbrica com a identidade do sujeito; bem como o papel da tonalidade na produção de sentidos contrários ao verbal. Nesse sentido, a hipótese aventada de que as substâncias integrantes das materialidades que compõem o corpus além de concorrerem no processo de significação dos discursos também apontam sentidos específicos no interior dessas materialidades se confirmou. Ademais, analisamos as substâncias da expressão e como as mesmas, de diversos modos, concorrem na produção de sentidos do discurso. As materialidades demonstraram como as substâncias no âmbito imagético e os objetos regulam os jogos de poderes e corroboram a produção de verdades no interior da prática discursiva. Sobre o aprendiz e aprendizagem, constatamos, pela análise do corpus, que o aprendiz brasileiro de língua inglesa precisa ter pronúncia perfeita, sendo que a fluência está intimamente relacionada ao fato de o aprendiz brasileiro de língua inglesa ter um professor nativo. O aprendiz legitimado , por sua vez, é colocado em um lugar idealizado, do saber. Além disso, nas propagandas, a aprendizagem de língua inglesa ocorre sem conflitos e, nesse ínterim, tende-se a apagar o processo em detrimento do produto. Seu sucesso (da aprendizagem da LE) vincula-se estritamente à competência da habilidade oral, cabendo sempre ao brasileiro aprender a LE e utilizá-la, nunca ao estrangeiro. Este último, ao contrário, sempre ocupa o lugar de poderes (dominação) e saberes. Por fim, regido pelo discurso pós-moderno, as peças publicitárias promovem a cultura do descartável (em especial do corpo do aprendiz); e o fator punição, aliado à ridicularização, permeia a FD sobre aprendiz/aprendizagem de língua inglesa em nosso país, fatores esses que certamente corroboram a constituição de sujeitos / Doutor em Estudos Linguísticos

D'abord constitué à partir d'initiatives associatives, le champ de la formation linguistique des adultes migrants allophones a fait l'objet, en France, d'un processus d'institutionnalisation et de professionnalisation progressives : la publication du Référentiel Français Langue d'Intégration (FLI), en octobre 2011, en constitue l'étape récente la plus marquante. Elle consacre par ailleurs un choix nominatif : l’emploi et la prescription de l'un ou l'autre des lexèmes du paradigme « insertion-intégration-assimilation » fait en effet l'objet, depuis les années 1980, d'une querelle de mots durable au sein des discours politiques et ordinaires.Considérant que le débat autour des nominations du processus de rencontre migrants-société ressurgit à intervalles réguliers, et informe de multiples domaines sociaux, mes recherches visent à éclairer les usages des lexèmes incriminés – et ce notamment au sein du domaine institutionnel et professionnel de la formation linguistique des migrants, dont la présente thèse circonscrit en outre la structuration et la professionnalisation actuelles.A partir de trois sous-ensembles discursifs, dont les locuteurs illustrent des positions sociales distinctes (lexicographes, experts institutionnels, formateurs et formatrices linguistiques professionnels), je m’attache à mettre en évidence les caractéristiques de la saisie sémantique des lexèmes du paradigme. Les outils conceptuels mobilisés sont ceux de l’analyse du discours. Il s'agit d'une part d'identifier, par une analyse de discours à entrée lexicale qui tient compte des caractéristiques des usages réels des lexèmes, des éléments de mise en sens de ces derniers : je repère ainsi des oppositions sémantiques structurantes, mais aussi des zones d'opacité qui favorisent les conflits sémantiques. J'élargis d'autre part l'analyse en tenant compte des spécificités de chacun des sous-corpus, qui ressortissent de genres discursifs distincts, construisant et témoignant de rapports de pouvoir au sein du champ.La thèse pose ainsi de solides bases pour une problématisation du domaine de la formation linguistique des adultes migrants allophones, tant du point de vue de sa structuration et des orientations fixées par l'État, que des besoins qui ressortent des discours des formateurs et formatrices en termes de formation initiale et continue. / Originating from grassroots initiatives, the field of language education for allophone adult migrants has progressively become, in France, more institutionalized and professionalized. Perhaps the most striking recent development in this process is the publication of the French as a Language of Integration reference document (Référentiel Français Langue d’Intégration—FLI) in October 2011. Indeed, the use or non-use of one or another of the lexemes of the “insertion-integration-assimilation” paradigm has been subject to debate within political and everyday discourse since the 1980s. The designation of one of these lexemes thus constitutes a clear statement.Considering the regularly reoccurring debate over the naming of the process by which migrants and society interact, which appertains to various social domains, my research aims at shedding light on the uses of the forementioned paradigm’s lexemes, especially within the institutionalized and professionalized field of migrant language education. My thesis also aims at defining this field’s current organizational and professional structures.From three discursive subgroups, whose speakers occupy distinct social positions (lexicographers, institutional experts, professional language educators), I will highlight the characteristics of their diverse semantic understandings of the paradigm’s lexemes. Notably, the conceptual tools used to conduct my study will be those of discourse analysis. On one side, through lexical discourse analysis that takes into account the characteristics of the studied actors’ real uses of the paradigm’s lexemes, I will identify elements of meaning construction, thereby bringing to light the resulting structuring semantic oppositions and grey areas favouring the emergence of semantic conflicts. On the other hand, I will broaden my analysis to take into account each subgroup’s specificities, which are based on distinct discursive genres, constructing and testifying to the power relationships at play within the field.This thesis therefore lays the foundation for a problematization of the field of allophone migrant language education, both from the point of view of its organization and orientations set by the State as well as that of the needs which emerge from the discourse of educators in terms of initial and continuing education.

[pt] Pesquisa de caráter micro-analítico, utiliza os pressupostos da Sociolingüística Interacional para descrever e analisar o discurso oral institucional com o objetivo de estudar a quebra da expectativa do público no contexto de um serviço de atendimento telefônico encarregado da captação de anúncios classificados. Na construção dos dados, foram realizadas visitas à editora, entrevistas, consultas à documentos de pesquisa de mercado de propriedade da empresa e gravações dos atendimentos em áudio. Os resultados mostram que a quebra da expectativa do público em relação à empresa ocorre pela dissonância entre a prática e a publicidade veiculada pela empresa, por alinhamentos conflitantes entre os interesses da empresa versus os interesses do público e pelo enquadre assimétrico que coloca o público em posição secundária. Paralelamente aos traços lingüísticos, evidenciam-se os aspectos ético- filosóficos e mercadológicos subjacentes a encontros de serviço desta natureza que suscitam uma reflexão acerca da contribuição de posturas responsáveis na gestão de empresas em favor de uma melhor qualidade de vida. / [en] Case study based on Interactional Sociolinguistics principles, dealing with a micro-analysis of talk-in- interaction to investigate the defeat of expectation in the institutional discourse of a call-center service for classified ads. Data generating methods include field notes taken during visits to the company premises and interviews with some of the staff members; marketing research documents reading procedures and telephone call-service recordings and transcriptions. Data analysis has shown that the defeat of expectation built up by the public is due to cognitive dissonance between the actual vehicle practice and its publicity, as well as conflicting footings and asymmetrical alignments concerning the customers. Alongside linguistic traits, evidence of ethical and marketing aspects in this kind of institutional interaction points to the centrality of business ethics for more responsible management and better quality of life.

The aim of this thesis is to analyse the personal pronoun “we” in a political debate using Conversation Analysis as research method. More specifically, the thesis aims to identify and analyse how the speakers of a political debate use “we” to express different referential domains in terms of group affiliation. Consequently, to support the thesis’s aim, the following research questions have been devised: What different categories of “we” can be found in the debate? How and when are these different categories used to manifest group affiliation and what do they accomplish?

Les discours normés que produisent les institutions sont concurrencés par les discours informels ou faiblement formalisés issus du web social. La démocratisation de la prise de parole redistribue l’autorité en matière de connaissance et modifie les processus de construction des savoirs. Ces discours spontanés sont accessibles par tous et dans des volumes exponentiels, ce qui offre aux sciences humaines et sociales de nouvelles possibilités d’exploration. Pourtant elles manquent encore de méthodologies pour appréhender ces données complexes et encore peu décrites. L’objectif de la thèse est de montrer dans quelle mesure les discours du web social peuvent compléter les discours institutionnels. Nous y développons une méthodologie de collecte et d’analyse adaptée aux spécificités des discours natifs du numérique (massivité, anonymat, volatilité, caractéristiques structurelles, etc.). Nous portons notre attention sur les forums de discussion comme environnements d’élaboration de ces discours et appliquons la méthodologie développée à une problématique sociale définie : celle de l’épidémie du VIH/SIDA au Viêt Nam. Ce terrain applicatif recouvre plusieurs enjeux de société : sanitaire et social, évolutions des moeurs, concurrence des discours. L’étude est complétée par l’analyse d’un corpus comparable de langue française, relevant des mêmes thématique, genre et discours que le corpus vietnamien, de manière à mettre en évidence les spécificités de contextes socioculturels distincts. / The standard discourse produced by official organisations is confronted with the unofficial or informal discourse of the social web. Empowering people to express themselves results in a new balance of authority, when it comes to knowledge and changes the way people learn. Social web discourse is available to each and everyone and its size is growing fast, which opens up new fields for both humanities and social sciences to investigate. The latter, however, are not equipped to engage with such complex and little-analysed data. The aim of this dissertation is to investigate how far social web discourse can help supplement official discourse. In it we set out a method to collect and analyse data that is in line with the characteristics of a digital environment, namely data size, anonymity, transience, structure. We focus on forums, where such discourse is built, and test our method on a specific social issue, ie the HIV/AIDS epidemic in Vietnam. This field of investigation encompasses several related questions that have to do with health, society, the evolution of morals, the mismatch between different kinds of discourse. Our study is also grounded in the analysis of a comparable French corpus dealing with the same topic, whose genre and discourse characteristics are equivalent to those of the Vietnamese one: this two-pronged research highlights the specific features of different socio-cultural environments.

L’objet de cette recherche est le discours sur l’élève dit à risque. D’un point de vue critique, cette recherche décrit et interprète ce discours par l’étude d’un cas : un débat médiatisé sur l’inclusion scolaire survenu à Montréal en 2016-2017. Intégré aux pratiques en éducation et en recherche, le discours sur l’élève dit à risque véhicule de multiples conceptions et reflète un certain sens commun (Brown, 2016; Portelli et al., 2007; Hardy et Maguire, 2016). Par cette recherche, il est étudié selon l’approche de l’analyse critique du discours (ACD) (Fairclough et al., 2011). L’ACD est fondée sur les idéaux de la critique sociale : la démystification des rapports de pouvoir et la contribution à la transformation sociale pour favoriser l’émancipation (Assoun, 2001). Cette recherche analyse quatre dimensions du discours tirées de la théorie critique par l’ACD : les formes linguistiques, l’explication, le processus de production, de circulation et de consommation du discours et les pratiques sociales. À partir de ces dimensions, une typologie a été bâtie en y intégrant des discours sur l’élève dit à risque identifiés par Portelli et al. (2007) : les discours axés sur les déficits, les discours libéraux, les discours éducatifs officiels et les discours critiques. Une « boite à outils » pour l’analyse linguistique (Wodak et Boukala, 2015) a aussi été développée selon une approche en ACD, celle de l’analyse historique (AHD) (Reisigl et Wodak, 2001, 2009; Wodak, 2001; Wodak et Boukala, 2015). L’AHD s’attarde à des processus discursifs définissant les rapports de pouvoir : les stratégies discursives et les dispositifs linguistiques. Trois stratégies discursives proposées en AHD ont été analysées : (1) les stratégies de références et de nomination; (2) les stratégies de prédication; et (3) les stratégies d’argumentation. Pour les expliquer, les dispositifs linguistiques suivants ont fait l’objet d’un repérage et d’une interprétation : les métaphores et les schèmes argumentatifs. L’analyse porte sur un corpus de textes médiatisés (N = 33) publiés en 2016-2017 dans le cadre du débat : des textes d’un syndicat enseignant (n = 22), d’une commission scolaire (n = 3) et des textes médiatiques (n = 8). La validation des résultats par une analyse diachronique a nécessité la constitution d’un corpus de validation externe (N = 7) réunissant des textes sur des enjeux québécois relatifs à l’inclusion, parus entre 2010 et 2019. Les discours étudiés recoupent des dimensions des discours axés sur les déficits, des discours libéraux et des discours éducatifs officiels. Les discours critiques sont cependant peu représentés. Or, les données n’ont pas permis d’explication évidente à partir de la typologie inspirée de Portelli et al. (2007). Selon nos résultats, pour le cas étudié, la situation des élèves dits à risque est définie comme une contrainte systémique. Une conclusion significative de cette recherche découle de ce constat. En effet, les résultats ont permis de proposer, par un deuxième registre d’analyse, un nouveau type de discours sur la situation de l’élève dit à risque : le discours axé sur la contrainte systémique. / The target of this research is the discourse about the student designated as at-risk. From a critical perspective, this research describes and interprets this discourse through a case study: a mediated debate on inclusive education that occurred in Montreal in 2016-2017. Embedded in education and research practices, the discourse on the student designated as at-risk conveys multiple conceptions and reflects a certain common sense (Brown, 2016; Portelli et al., 2007; Hardy & Maguire, 2016). Through this research, it is studied using the critical discourse analysis (CDA) approach (Fairclough et al., 2011). CDA is based on the ideals of social criticism: demystifying power relations and contributing to social transformation to foster emancipation (Assoun, 2001). This research analyzes four dimensions of discourse drawn from critical theory by CDA: linguistic forms, explanation, the process of production, circulation and consumption of discourse, and social practices. Based on these dimensions, a typology was constructed by incorporating discourses about the student designated as at-risk that were identified by Portelli et al. (2007): deficit discourses, liberal discourses, official educational discourses, and critical discourses. A “toolkit” for linguistic analysis (Wodak & Boukala, 2015) has also been developed using a CDA approach, that of discourse‐historical approach (DHA) (Reisigl & Wodak, 2001, 2009; Wodak, 2001; Wodak & Boukala, 2015). DHA focuses on discursive processes that define power relations: discursive strategies and linguistic devices. Three discursive strategies proposed in AHD were analyzed: (1) strategies of reference and naming; (2) strategies of predication and (3) argumentative strategies. To explain them, the following linguistic devices were identified and interpreted: metaphors and argumentative patterns. The analysis focuses on a corpus of mediated texts (N = 33) published in 2016-2017 in the context of the debate: texts from a teachers’ union (n = 22), a school board (n = 3), and media texts (n = 8). Validation of the results through a diachronic analysis required the constitution of an external validation corpus (N = 7) gathering texts on Quebec issues related to inclusion between 2010 and 2019. The discourses studied overlapped with dimensions of deficit-oriented, liberal, and formal educational discourses. Critical discourses, however, are poorly represented. Yet, the data did not allow for a clear explanation based on the typology inspired by Portelli et al. (2007). According to our results, for the case studied, the situation of the student designated as at-risk is defined as a systemic constraint. A significant conclusion of this research stems from this finding. Indeed, the results have made it possible to propose, through a second register of analysis, a new type of discourse about the situation of student designated as at-risk: the discourse based on systemic constraints.