No description available.

A presente pesquisa teve como objetivo principal compreender como a identidade do professor é discursivizada em comentários online produzidos no perfil institucional da APP-Sindicato PR na rede social Facebook durante o período da Greve dos Professores, ocorrida no primeiro semestre de 2015. Como a identidade docente tem sido constantemente questionada, contestada, depreciada e reformulada tanto por discursos depreciativos quanto por políticas públicas, que precarizam a carreira docente, faz-se relevante o desenvolvimento de estudos acerca dos discursos que emergem em período de crise para compreender as novas maneiras de “olhar” o professor. Para isso, compõem a base teórico-metodológica dessa dissertação estudos a respeito da identidade (HALL, 2006; GEE, 2000) e da identidade docente (FREIRE, 1967; NÓVOA, 1991, 2009; KLEIMAN, 2006; TARDIF, 2012; GERALDI, 2010); pesquisas relacionadas a ambientes online de interação e sites de redes sociais (RECUERO, 2009, 2014; BARTON e LEE, 2015) e conceitos fundantes como: discurso, enunciado, alteridade e dialogismo, ancorados nos estudos do Círculo de Bakhtin (BAKHTIN, 1997[1979], 2006[1929],2015 [1929], 1987[1965], 2015[1975] 2010 [1986]; VOLOCHÍNOV, 2013[1926], 2013[1930]). Os dados gerados para a análise constituem-se de enunciados produzidos no primeiro semestre de 2015, período em que a greve dos professores e funcionários públicos da educação pública do estado do Paraná estava acontecendo. Esse evento propiciou um ambiente de arena discursiva, em que o confronto de vozes e ideologias gerou, nos espaços midiáticos, uma grande produção de enunciados que tematizavam a identidade docente. Assim, compõem o conjunto de dados gerados para este trabalho um total de 180 enunciados do gênero comentário online, selecionados do perfil oficial do Facebook da APP-Sindicato, instituição sindical que organizou e promoveu o movimento de greve. Dentre as regularidades discursivas acerca da identidade docente, destacaram-se discursos depreciativos, a saber: a identidade do professor “mal formado”; o professor “massa de manobra” da esquerda política; a docência como um dom; a (in)competência da escola pública. Além das diferentes formas de discursivizar a identidade do professor, foi possível observar que, nos espaços de escritas online, os sujeitos tendem a utilizar um tom mais agressivo ao produzir e reenunciar discursos depreciativos acerca da identidade docente, ignorando a responsabilidade do ser e agir. Em outros termos, produzem um discurso que não leva em conta o não álibi do ser. Por fim, além dos comentários que depreciam a docência e a educação pública de modo geral, foram salientes enunciados que apontam para a discursividade de uma nova identidade docente, a do professor que luta pelos seus direitos e ensina o agir democrático por meio de atos de cidadania. / The present research aims to comprehend how teacher's identity is represented by discursive interactions in online comments produced in the APP-Sindicato's Facebook profile, in the period of Teachers Strike that occurred in the first semester of 2015. With the teacher's identity being constantly questioned, contested, depreciated and reformulated both by depreciative discourses and public policies that weakens the teacher's career, it becomes important to study the discourses that emerges within this crises period to comprehend the new ways to "look" the teacher's identity. For this porpouse, the theoretical and methodological approach is composed by studies about identity (HALL, 2006; GEE, 2000) and teacher's identity (FREIRE, 1967; NÓVOA, 1991, 2009; KLEIMAN, 2006; TARDIF, 2012; GERALDI, 2010); researches about online interaction environments and social networks websites (RECUERO, 2009, 2014; BARTON e LEE, 2015) and founding concepts as: discourse, alterity, dialogism and enunciation as seen in the Bakhtin's Circle studies (BAKHTIN, 1997[1979], 2006[1929],2015 [1929], 1987[1965], 2015[1975] 2010 [1986]; VOLOCHÍNOV, 2013[1926], 2013[1930]). The research data were produced at the first semester of 2015, period when the Teachers Strike of State of Paraná took place, which provides a discoursive arena where the voices and ideologies confrontation are produced, in the media spaces, a large amount of enunciations that approaches the teacher's identity as the main theme. Thereby, this research data set are composed by an amount of 180 online comments, selected from the APP-Sindicato Facebook profile, syndical institution which organized the strike movement. Within the discursive regularities observed in the comments, we highlighted: the "poorly academic educated" teacher; the teacher as a "maneuver mass" for the left-wing political parties; the teaching as a "gift"; the (in)competence of public school. Besides the different ways of represent teacher's identity in discourse, it was possible to observe that in the online interaction environments, the subjects tend to use an aggressive tone when produces and reenounce depreciative discourses about teacher's identity, ignoring their responsability of being and acting, in other terms, producing discourses that does not consider the non-alibi of being. Lastly, besides the comments that depreciate the teaching and the public school in general, we highlighted comments pointing to a new discourse about the teachers identity, the identity of a teacher who fights for its rights and teaches the democratic acting through their acts.

A presente pesquisa teve como objetivo principal compreender como a identidade do professor é discursivizada em comentários online produzidos no perfil institucional da APP-Sindicato PR na rede social Facebook durante o período da Greve dos Professores, ocorrida no primeiro semestre de 2015. Como a identidade docente tem sido constantemente questionada, contestada, depreciada e reformulada tanto por discursos depreciativos quanto por políticas públicas, que precarizam a carreira docente, faz-se relevante o desenvolvimento de estudos acerca dos discursos que emergem em período de crise para compreender as novas maneiras de “olhar” o professor. Para isso, compõem a base teórico-metodológica dessa dissertação estudos a respeito da identidade (HALL, 2006; GEE, 2000) e da identidade docente (FREIRE, 1967; NÓVOA, 1991, 2009; KLEIMAN, 2006; TARDIF, 2012; GERALDI, 2010); pesquisas relacionadas a ambientes online de interação e sites de redes sociais (RECUERO, 2009, 2014; BARTON e LEE, 2015) e conceitos fundantes como: discurso, enunciado, alteridade e dialogismo, ancorados nos estudos do Círculo de Bakhtin (BAKHTIN, 1997[1979], 2006[1929],2015 [1929], 1987[1965], 2015[1975] 2010 [1986]; VOLOCHÍNOV, 2013[1926], 2013[1930]). Os dados gerados para a análise constituem-se de enunciados produzidos no primeiro semestre de 2015, período em que a greve dos professores e funcionários públicos da educação pública do estado do Paraná estava acontecendo. Esse evento propiciou um ambiente de arena discursiva, em que o confronto de vozes e ideologias gerou, nos espaços midiáticos, uma grande produção de enunciados que tematizavam a identidade docente. Assim, compõem o conjunto de dados gerados para este trabalho um total de 180 enunciados do gênero comentário online, selecionados do perfil oficial do Facebook da APP-Sindicato, instituição sindical que organizou e promoveu o movimento de greve. Dentre as regularidades discursivas acerca da identidade docente, destacaram-se discursos depreciativos, a saber: a identidade do professor “mal formado”; o professor “massa de manobra” da esquerda política; a docência como um dom; a (in)competência da escola pública. Além das diferentes formas de discursivizar a identidade do professor, foi possível observar que, nos espaços de escritas online, os sujeitos tendem a utilizar um tom mais agressivo ao produzir e reenunciar discursos depreciativos acerca da identidade docente, ignorando a responsabilidade do ser e agir. Em outros termos, produzem um discurso que não leva em conta o não álibi do ser. Por fim, além dos comentários que depreciam a docência e a educação pública de modo geral, foram salientes enunciados que apontam para a discursividade de uma nova identidade docente, a do professor que luta pelos seus direitos e ensina o agir democrático por meio de atos de cidadania. / The present research aims to comprehend how teacher's identity is represented by discursive interactions in online comments produced in the APP-Sindicato's Facebook profile, in the period of Teachers Strike that occurred in the first semester of 2015. With the teacher's identity being constantly questioned, contested, depreciated and reformulated both by depreciative discourses and public policies that weakens the teacher's career, it becomes important to study the discourses that emerges within this crises period to comprehend the new ways to "look" the teacher's identity. For this porpouse, the theoretical and methodological approach is composed by studies about identity (HALL, 2006; GEE, 2000) and teacher's identity (FREIRE, 1967; NÓVOA, 1991, 2009; KLEIMAN, 2006; TARDIF, 2012; GERALDI, 2010); researches about online interaction environments and social networks websites (RECUERO, 2009, 2014; BARTON e LEE, 2015) and founding concepts as: discourse, alterity, dialogism and enunciation as seen in the Bakhtin's Circle studies (BAKHTIN, 1997[1979], 2006[1929],2015 [1929], 1987[1965], 2015[1975] 2010 [1986]; VOLOCHÍNOV, 2013[1926], 2013[1930]). The research data were produced at the first semester of 2015, period when the Teachers Strike of State of Paraná took place, which provides a discoursive arena where the voices and ideologies confrontation are produced, in the media spaces, a large amount of enunciations that approaches the teacher's identity as the main theme. Thereby, this research data set are composed by an amount of 180 online comments, selected from the APP-Sindicato Facebook profile, syndical institution which organized the strike movement. Within the discursive regularities observed in the comments, we highlighted: the "poorly academic educated" teacher; the teacher as a "maneuver mass" for the left-wing political parties; the teaching as a "gift"; the (in)competence of public school. Besides the different ways of represent teacher's identity in discourse, it was possible to observe that in the online interaction environments, the subjects tend to use an aggressive tone when produces and reenounce depreciative discourses about teacher's identity, ignoring their responsability of being and acting, in other terms, producing discourses that does not consider the non-alibi of being. Lastly, besides the comments that depreciate the teaching and the public school in general, we highlighted comments pointing to a new discourse about the teachers identity, the identity of a teacher who fights for its rights and teaches the democratic acting through their acts.

No description available.

O estudo de obras clássicas literárias japonesas do gênero zuihitsu é um desafio para pesquisadores no Brasil, pois, além das dificuldades trazidas pelas diferenças entre as línguas, incorre em novas conceituações de modalidade de escritos. Apesar de ser considerado em geral como equivalente ao ensaio ocidental, é possível observar divergências que indicam uma necessidade de adequar o olhar crítico ao gênero oriental. Para isso, foram abordadas questões concernentes às definições de gênero literário no ocidente através de um apanhado histórico da crítica, levando em conta a etimologia do termo; e algumas considerações a respeito do caráter linguístico dos conceitos conforme a teoria de Wittgenstein. Em seguida, pretendeu-se esquematizar as abordagens do ensaio enquanto gênero, remontando sua história, através de passagens dos Ensaios de Montaigne, de alguns textos de Bacon, Hume e Adorno, entre outros ensaístas e críticos que versam sobre o assunto, de maneira a delinear características próprias dessa categoria ocidental. Além disso, examinamos, a partir de suas formulações e de sua recepção, a possibilidade de se encontrar uma tradição também no Brasil. Posteriormente, buscamos mapear as origens do zuihitsu em paralelo com as do ensaio. E, então, analisamos alguns textos de Makura no Sôshi em comparação a outros de Tsurezuregusa , duas das três obras consideradas basilares e essenciais à compreensão do gênero japonês. Essa análise comparativa foi feita tendo por base principalmente a presença de certos temas em comum, como a motivação da escrita, certas considerações sobre as quatro estações, sobre os momentos de ócio ou, ainda, sobre os monges. Nosso intuito foi trazer à tona semelhanças e diferenças entre as obras de modo a elucidar características do gênero que o aproximam ou o distanciam dos ensaios e de outros gêneros ocidentais, na esperança de que isso nos levasse à adequação do olhar supramencionada. E, por fim, foi realizado um fechamento a partir de considerações a respeito dos gêneros ocidentais e do ensaio, do zuihitsu e do cotejo das obras clássicas japonesas, que nos leve à conceituação desse gênero japonês. / The study of classic Japanese literatures genre zuihitsu is a challenge for scholars in Brazil, because besides the difficulties about languages differences, it incurs in a new conceptualizations of written genres. Although some scholars consider it as equivalent to Western essays, it is possible to observe some disparitys that indicate a need to adjust our critical view to the Eastern genre. In order to achieve that goal, we had approached some questions about Western genres definitions through a historical and literary overviews, as well as we had taken into consideration the terms etymology, and referred some ponderations about the linguistic character following some of the Wittgenstein theory concepts. After that, we intended to outline a scheme of essays as a literary genre, retracing its history, through passages of Montaigne\'s Essays, of some texts from Bacon, Hume and Adorno, among others essayists and critics that deal with the subject, in order to delineate its characteristics. More than that, we have examined, from its formulations and its reception, the possibility of finding also such a tradition in Brazil. Subsequently, we have seek mapping zuihitsu origins in confrontation to the essays ones. In addition, thereafters, we have analysed some texts from Makura no sôshi and compared them to others from Tsurezuregusa, two of the three masterpieces which are considered basic and essential to understanding the Japanese genre. This comparative analysis was done by means of their common themes, such as the written motivations, some considerations of four seasons, moments in idleness or even monks. Our aim was to bring out similarities and differences between them to elucidate genre characteristics that bring them nearer or make them apart of essays, hoping that this would lead us doing some adjustments of our critical view. Finally we have finalized this dissertation by referring some considerations on the Western genre, the essays, the zuihitsu, and the comparison of Japanese classical pieces, which lead us to conceptualyze the Japanese genre.

Le mime de la compréhension est-il une erreur didactique ?<p>La question mérite d’être posée car il constitue une pratique très répandue chez les étudiants de première année. <p>Décrit à l’initiale par J. Leenhardt, le mime de la compréhension consiste en l’attitude scripturale du lecteur qui, perdu par rapport au référentiel du texte au sujet duquel il s’exprime, va « produire dans sa lecture ce qui a toutes les apparences d’un savoir, mais qui n’est en réalité n’en est pas » (Leenhardt 1988 :74). <p>La transposition de ce concept issu de la sociologie de la littérature à la sphère de la didactique du français à l’université (effectuée par F. Boch et C. Frier) rend, en effet, très bien compte de l’étrange mixité des modalités de lecture-écriture descriptive et interprétative rencontrée dans les productions résumantes des étudiants de BA 1. <p>Plus concrètement, cette double modalité se traduit par un usage parcimonieux et souvent erroné des connecteurs logiques ainsi que par des listings de rappels en tous genres (descriptifs, littéraux, explicatifs…) mêlés à des interprétations au caractère amplificateur parfois sévère. <p>Ce dialogisme apparemment aberrant institué par un étudiant novice entre un texte scientifique et lui-même, et n’engendrant que la restitution d’une faible partie du texte source, doit-il être mis sur le compte d’une incompétence à résumer générique ou sur celui de besoins langagiers relatifs à son nouvel environnement discursif? <p>Les piètres résultats des productions résumantes des étudiants en début de module de méthodologie universitaire signent la nécessité d’un enseignement des règles de discursivité universitaire, comme en témoigne ensuite une régression notable du mime de la compréhension au terme des séances. <p>Certes, l’affaire est déjà entendue depuis longtemps chez les didacticiens :l’acculturation aux discours universitaires sert leur compréhension chez les étudiants qui bénéficient d’une telle intervention didactique. <p>Par ailleurs, pour que les étudiants développent une compétence scripturale disciplinaire, d’une part, l’enseignement des spécificités des discours universitaires doit être cumulé à des exercices de production écrite réguliers et, d’autre part, la correction doit, idéalement, être réalisée sous la supervision d’un enseignant invitant l’étudiant à réfléchir à l’erreur, à en trouver les causes et les moyens d’y remédier.<p>Là encore, le consensus est total :pour qu’elle lui soit « fertile », pour qu’elle lui soit « didactique », l’erreur doit être comprise en profondeur par son auteur, et ce, sans qu’elle lui soit présentée comme une « faute ». <p>Toutefois, au vu du caractère apparemment sévère du mime de la compréhension chez les primo-arrivants, il m’a semblé nécessaire de me pencher sur les origines de l’erreur et les bénéfices ultérieurs qu’elle pourrait apporter aux étudiants dans le cadre de leurs apprentissages.<p>S’il ne signe pas une insuffisance linguistique mais une façon « normale » d’appréhender un nouveau genre discursif, le mime de la compréhension constituerait-il un passage obligatoire dans les apprentissages de lecture-écriture d’une majorité d’étudiants ?Poser cette question, c’est corrélativement à cela, poser celle de la requalification ou de la disqualification de l’erreur du mime. <p>L’appréhension de cette problématique relative à la valeur heuristique de l’écrit de l’apprenant, s’inscrit, bien sûr, dans le cadre général de la question de l’articulation de la lecture et de l’écriture et, plus précisément, dans celui de l’analyse des pratiques scripturales des étudiants et de la prise en compte de leur potentiel afin d’élaborer les interventions didactiques adéquates à leur appropriation de la littéracie universitaire. <p>Or, si la didactique du français soutient depuis longtemps pareils questionnements et fournit au chercheur une littérature abondante à ces sujets, le mime de la compréhension ne peut que faire l’objet d’une disqualification chez les enseignants non-linguistes qui, souvent, continuent à y voir les signes d’une formation insuffisante en secondaire. <p>La disqualification de l’erreur a priori fait-elle rapidement se taire la modalité interprétative peut-être « euristique » des étudiants de première année pour que ne soit conservée que la descriptive qui renvoie, à l’extrême, au copier-coller ?<p>Les étudiants, lors de la rédaction de leurs travaux écrits, en seraient-ils, par la suite, dès lors réduits à ne plus pouvoir pratiquer que la compilation d’ « auteurs » reconnus ?<p>La réponse à ces questions est cruciale à l’heure où les institutions universitaires et supérieures non universitaires semblent sur le point de s’engager dans une lutte implacable contre le plagiat dont, selon une minorité peut-être fort voyante d’auto-proclamés « experts » en la matière, la pratique se généraliserait de « façon alarmante » au sein de la communauté étudiante.<p>Pour interroger la didacticité du mime de la compréhension, j’ai été amenée à convoquer un certain nombre de théories appartenant aux disciplines traditionnellement contributoires à la didactique du français. <p>J’ai ainsi pu décrire l’hybridité du phénomène tant au travers des concepts de la « littérature au second degré » que grâce aux éclairages de la biologie (Pasteur), de la psychologie génétique (Baudonnière), des théories de développementalistes comme Piaget et Guillaume ainsi que celles, incontournables, de L.Vygotsky. <p>J’ai pu faire la démonstration de la participation des listings des mimeurs à une opération phylogénétiquement éprouvée grâce aux travaux de J. Goody, de J. Calvet, de J-M. Adam et Ph. Hamont dont la synthèse m’a permis de mettre en évidence le caractère récurrent de la mise en liste aux différentes étapes de l’histoire de l’écriture. Les théories de M. Donald m’ont fourni le cadre théorique « naturaliste » le plus convaincant pour harmoniser l’ensemble des éléments relatifs à la justification phylogénétique de l’erreur. <p>En ce qui concerne les aspects sociolinguistiques et historiques du mime de la compréhension, c’est, entre autres, l’articulation des théories sur la littéracie (E. Bautier, Ch. Barré-de-Miniac, A. Delgéry etc.), de son histoire depuis ses origines et du concept d’ « insécurité scripturale généralisée » de M. Dabène qui m’a fourni les derniers éléments nécessaires à une justification complète et transdisciplinaire de l’erreur. <p>J’ai choisi d’étudier les conséquences de la disqualification du mime de la compréhension des étudiants au travers du repli dans un carcan scriptural qui les ferait pratiquer un copier-coller non référencé dans des proportions effrayantes, aux dires des « spécialistes du plagiat » alors que, dans les faits, les étudiants abusent des rappels littéraux, mais, dans la plupart des cas, dûment référencés. <p> / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

No description available.

The career of Osvaldo Lacerda (1927-2011) spanned a critical time in the development of Brazilian nationalist music. Though he was an outspoken nationalist composer, he was also influenced by European trends and training. Even within his nationalist compositions, evidence of a shift in style that mirrors the European movements of Modernism and Postmodernism is found in his works. Among his thirty-six chamber works, three are wind quintets, written between 1962 and 1997. Although all three works warrant extended discussion, Variações e Fuga para quinteto de sopros is particularly valuable for studying Lacerda's musical language. It was originally written in 1962. However, Lacerda made significant revisions in 1994, completely rewriting and expanding it. Through comparing the 1962 and 1994 versions of Variações e Fuga and analyzing the significant differences between the two, this document aims show that even with his strong stance as a Brazilian nationalist composer, Lacerda was clearly influenced by the movements of the broader music world. Examples from his other two woodwind quintets, Quinteto de sopro and Suíte pra cinco, written in 1988 and 1997 respectively, help to support the idea that this change in his musical language was not an anomaly, but rather a true evolution of style impacted by his own culture and that of the classical music world around him.

Initiativen wie bspw. literaturlinguistik. de bemühen sich seit Langem darum, die Kluft zwischen Literatur- und Sprachwissenschaft zu überbrücken, indem man in übergreifenden Fragestellungen zeigt, dass die je verschiedenen Perspektiven auf den gemeinsamen Gegenstand sehr fruchtbar sein können. Relativ unverdächtig erscheinen in der aktuellen Diskussion die Konzepte des Autorenstils und damit die Frage nach Autorschaft; bzw. auf performativer und auf Textebene des Erzählers, wenn man sich auf eine basale Terminologie verständigt (z.B. die von Genette 2010) und einzelne Aspekte aus dem jeweiligen Fachbereich so betont, dass Analyseergebnisse im je an deren für Interpretationen fruchtbar gemacht werden können. Das ist der eine Brückenschlag, den dieser Beitrag versucht. Der zweite betrifft den auch in den Schulen ausgetragenen Konflikt zwischen naturwissenschaftlichen und geisteswissenschaftlichen Fächern, der im Prozess der „Digitalisierung' auch in Bereiche dringt, die vorher als Domänen klar voneinander abgegrenzt waren. Der Artikel wird ein Schlaglicht auf den Einsatz von korpuslinguistischen Methoden in der Literaturanalyse setzen (Kap. 2.2) und einen sehr knappen Forschungseinblick in die Forensische Linguistik bieten (Kap. 2.3 und 3). Der Schwerpunkt (Kap. 4) allerdings wird auf der Beschreibung von Tools (und eines Workflows) liegen, die praktisch im Deutschunterricht verwendet werden können. Diese werden am Beispiel der Hypothesengenerierung für die Interpretation von Goethes FaM.9r-Dramen vorgestellt.

The thesis elaborates upon a question which literary techniques Jeanette Winterson applies in her novels The Passion and Written on the Body to portray queer body. The thesis conceptualizes queer body as crystallizing in discontinuous relationships between the categories of sex, gender identity and compulsory heterosexuality within Butlerian heterosexual matrix. The possibility of discontinuous relationships between them - gender disorder - is realised in the act of beholding queer body. Conceptualization of queer body embedded within the Butlerian heterosexual matrix has not been elaborated upon in the full scope of Jeanette Winterson's work. Literary criticism deals with the body in Written on the Body, not, however, in the context of Butlerian model of heterosexual matrix. Articulation of queer body is realized by deconstructive techniques of Jeanette Winterson's writing. These are comprised in the motifs of mirroring in The Passion and palimpsest in Written on the Body. Ontological anxiety in The Passion brings queer body. Magic realism in the novel gives queer body magical skills which make gender disorder possible. Queer body is abject in the novel. In Written on the Body genderless narrator describes queer body as his/her body. It is an adorable and morbid body. The queer body in this novel...