Orientador: Lucas Angioni / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-12T17:28:32Z (GMT). No. of bitstreams: 1 Oliveira_ThiagoSilvaFreitas_M.pdf: 870988 bytes, checksum: 60f10a08bdb798983e6c99c50af434e2 (MD5) Previous issue date: 2009 / Resumo: Essa dissertação consiste em uma análise detalhada dos trechos do livro Gama da Metafísica de Aristóteles onde o autor desenvolve sua defesa do princípio da não contradição bem como a distinção entre significar algo uno e significar de algo uno. A argumentação em defesa do princípio pretende evitar a petição de princípio ao imputar ao interlocutor a tarefa de simplesmente dizer algo (legein ti) com sentido. Essa defesa permitirá a distinção entre as duas classes de predicação denominadas como significar algo uno e significar de algo uno, com a qual Aristóteles poderá desenvolver aquilo que chamamos de uma teoria da significação / Abstract: This thesis consists of a detailed analysis of excerpts from the book Gamma from Aristotle's Metaphysics, where the author develops his defense of the principle of noncontradiction as well as the distinction between signify one thing and signify about one thing. The argument in defense of the principle claims to prevent beg what was originally at issue giving to the opponent the task of simply saying something (legein ti) with sense. That defense will allow the distinction between the two classes of predication called as signify one thing and signify about one thing, with which Aristotle will may develop what we call a theory of meaning / Mestrado / Filosofia / Mestre em Filosofia

Ferramentas de publicação e instrumentos de mídia social, os diários virtuais íntimos, blogs de conteúdo temático relacionado ao cotidiano, exploram as potencialidades imersivas e interativas das mídias digitais e compõem percursos de sentidos no labirinto hipertextual anunciando a problemática do descentramento do sujeito, do interdiscurso e da autoria. Partindo de uma perspectiva teórica e metodológica enunciativa e discursiva, percorrem-se as instâncias sintáticas, semânticas e pragmáticas da materialidade do enunciado para investigar as formas de emergência do sujeito no espaço e no tempo e explorar analiticamente fenômenos da contemporaneidade: as articulações identitárias e as formas de subjetivação, o processamento da memória e a relação entre o público e o privado no ciberespaço. Tal metodologia de análise do corpus confere uma visão do objeto não apenas como um componente dos dispositivos de comunicação multidirecionais, mas como uma ferramenta de articulação narrativa de si, marcada por um modo de enunciação específico, diferente daquele dos diários íntimos tradicionais uma vez que o contexto hipertextual altera as condições de produção do discurso. Dessa metodologia baseada na Teoria da Enunciação e na Análise do Discurso de linha francesa depreende-se não apenas os mecanismos lingüísticos de insurgência subjetiva mas também as formas de inserção do sujeito na ordem do discurso. / As publication and social media tools, blogs related to individual daily routine explore the immersive and interactive potential from the digital media composing meaning circuits in the hypertextual labyrinth by considering a interdiscourse point of view. From a theoretical and methodological discursive perspective, either syntactic, semantic and pragmatic textual plans are evaluated in order to investigate the ways in which the subject emerges within space and time and to explore analytically the identity and subjectivity articulation, the memory process and the connection between public and private in the cyberspace. This method of analysis provides the object with a prospect of not only a component of multi-directional communication devices but as a tool to articulate the self narrative, marked by a specific form of enunciation that differs from the traditional journal due to hypertextual context that changes the discourse production. This methodology is based on the Theory of Enunciation and in the French Discourse Analysis, both focused not only on the linguistic mechanisms of subjective insurgency but also on the ways of the subject insertion in the order of discourse.

Filiados às construções teóricas da Análise do Discurso de filiação francesa, pretendemos investigar as possibilidades de movimento do sujeito-aluno na produção e leitura dos textos, a saber, as posições de autor e leitor, assumidas, ou não, por alunos do Ensino Fundamental, de uma escola particular de Jaboticabal-SP. Entendemos que, ao ler e interpretar o sujeito assume determinados lugares discursivos, denominados por Pacífico (2002) como fôrma-leitor (repetição do sentido do texto) ou como função-leitor (historicização dos sentidos). Muitas vezes, constatamos, na prática, que estes conceitos não são conhecidos pelos professores, os quais trabalham a linguagem sem perceber se a criança assume uma determinada posição discursiva ou outra, ao ler e escrever. Nesse sentido, a Análise do Discurso fornece um dispositivo teórico que permite ao analista, mesmo sendo interpelado pela ideologia, duvidar dos sentidos legitimados e buscar os indícios presentes nos textos e a inscrição do sujeito em determinado espaço sócio-ideológico, a fim de compreender a singularidade da existência do enunciado produzido. Com base nessas considerações, este trabalho propõe-se a analisar redações de alunos das séries iniciais do Ensino Fundamental, observando, por meio das marcas linguísticas presentes nos textos, quais posições discursivas eles podem ocupar ao construir sentidos, se eles repetem os sentidos dos textos lidos (fôrma-leitor) ou se eles podem disputar os sentidos postos em jogo, questionar, historicizar o dizer (função-leitor). As análises que realizamos nos mostram que as possibilidades de o sujeito movimentar-se ao produzir ou interpretar um texto estão relacionadas às formações discursivas dominantes que circulam no contexto escolar. Há uma tentativa de naturalização de determinados sentidos e o silenciamento de outros, o que leva o sujeito, pelo efeito ideológico de evidência, a não questionar o sentido legitimado pelas instituições sociais. O resultado da nossa pesquisa mostra-nos que, a maioria dos sujeitos-alunos ficou na posição discursiva de fôrma-leitor e isso, a nosso ver, está relacionado a uma prática pedagógica pautada na interdição do sujeito ao arquivo (Pêcheux, 1997), ao interdiscurso, ao discurso polêmico (Orlandi, 1996). A partir desta pesquisa, entendemos que, trabalhar o interdiscurso no intradiscurso coloca em jogo o funcionamento da linguagem, as condições de produção discursivas, as quais nos levaram à interpretação de que, mesmo inseridos num contexto autoritário como o escolar, sujeitos e sentidos movimentam-se na construção do discurso e as posições discursivas fôrma-leitor/função-leitor ou função-leitor/fôrma-leitor são possíveis para o sujeito, desde que o discurso autoritário abra espaço para o discurso polêmico, permitindo ao sujeito estar em contato com uma multiplicidade de sentidos acerca de determinado tema. / Adopted by the theoretical constructions of French Analysis of Discourse, we intend to research possibilities of movement subject-student in production and reading of texts, more specifically the position reader-writer, taken or not by fundamental school students, in a private school in Jaboticabal- SP/Brazil. We understand that, while reading and interpreting the subject determinates discursive places, denominates by Pacífico (2002) as pattern-reader (repeating of text meaning) or like function-reader (historical view of the meanings). Many times, we realize in practice that these concepts are not known by teachers, the ones whom use the languages not noticing if the children hold on determinate discursive position or other, while reading or writing. In these sense, the Analysis of Discourse provides one theoretical device that allows the analyst, even been interpolate by ideology, to doubt the legitimated meanings and look for traces presents in the text and the subscription of the subject in determinate socio-ideological space, aiming to comprehend the singularity of existence of the produced enunciation. Based on these considerations, this work aim to analyze fundamental first grades students redaction, observing trough linguistics labels present in the text, which discursive positions they could occupy when building meaning, if they repeat the meaning from the read text (pattern-reader) or if they could quarrel the meanings presented, questioning them, putting the speech in a historical way (function-reader). Our analysis show that the possibilities of the subject to make moves while producing or interpreting a text are related to the discursive forms dominating that circulate on the school context. There is a tempting to naturalize determinate meanings and silence others that lead the subject, by the ideological evidence, to do not question the social institutional legitimated meaning. The results of our research show us that mostly students-subject stays on the discursive position of pattern-reader and that, to our sight, it is related to one pedagogical praxis guided by the closure of the subject to the file (Pêcheux, 1997), to the interspeech, to the polemical discourse (Orlandi, 1996). From this research we understand that to work with interspeech on the intraspeech put in risk the language function, the discursive production condition, that has leaded us to interpret that, even inserted in a authoritarian context, such as the school one, subject and meanings interact in the construction of the discourse and the discursive positions pattern-reader/function-reader are possible to the subject, since the authoritative speech open space to the polemical discourse, allowing the subject to be in contact with the multiplicity of meanings around determinate subject.

Orientador: Anna Christina Bentes da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-12T03:51:23Z (GMT). No. of bitstreams: 1 Azanha_ElizaniaFabiadeSousa_M.pdf: 949384 bytes, checksum: 9430da9bcf7800d49643e2f36633fc0b (MD5) Previous issue date: 2008 / Resumo: As interações sociais têm sido amplamente estudadas por lingüistas, no Brasil e em outros países. Da mesma forma, encontramos diversos trabalhos que exploram a questão da cognição social, procurando entender como se constroem conhecimentos partilhados e como são utilizados. Nosso trabalho fará uma tentativa de utilizar esses dois conceitos para analisar interações entre alunos do Ensino Médio sobre gêneros televisivos, a que assistiram, em situações por nós propiciadas. Gravamos matérias televisivas e selecionamos gêneros com enfoque para a informação: notícia, comentário e entrevista. Todos apresentados em jornais de grande circulação e em horário nobre, em canal aberto. Solicitamos aos alunos, divididos em três grupos, que assistissem a cada uma das matérias e em seguida comentassem o que haviam compreendido. Esse corpus foi analisado observando-se como compreenderam as matérias através das construções conjuntas de sentido que elaboraram e, ainda, quais as estratégias que utilizaram para demonstrar essa compreensão. Observamos que esses alunos, através da interação, demonstraram compreender as matérias assistidas realizando construções conjuntas, a partir de conhecimentos prévios e uso de recursos como repetições e paráfrases. Concluímos que a interação pode favorecer a construção dos sentidos do texto oral, através de negociações que os indivíduos realizaram buscando apresentar sua compreensão das matérias a que assistiram. E, ainda, que as estratégias de repetição e paráfrase podem, muitas vezes, favorecer essa compreensão por permitir aos informantes, através das retomadas enunciativas, reelaborarem os conteúdos a que assistiram com o intuito de construir novos saberes a partir dos já existentes. Não podemos ignorar o caráter avaliativo presente em muitos dos comentários elaborados pelos alunos nas diferentes interações, o que nos conduz à conclusão de que, quando conhecem o assunto a que assistem consideram-se autorizados a apresentar sua opinião a respeito desse tema. Pretendemos, com nossas análises, apresentar uma possibilidade de trabalho com alunos do Ensino Médio, a partir da mídia televisiva, que trata de gêneros televisivos como objeto de estudo e demonstram a co-construção dos sentidos nas interações propiciadas por esse gênero. / Abstract: The social interaction has been hugely studied by linguistics, in Brazil and in other countries. Likewise, we find several studies that explore the question of social cognition, looking for understanding how communal common grounds are constructed and used. Our paper will try to use both of this concepts to analyze interactions among students of high school level about television genres that they have watched in propitiated situations. We recorded some television programs and we selected genres which focus on information: news, comments and interviews. All of them were presented at newscasts of huge circulation, at nightcast, on open channel. We asked for the pupils, distributed in three groups, to watch each feature and to comment it at following, to show what they had understood. This corpus was analyzed with the goal for seeing how they had comprehended the feature through the common constructions of meaning that they elaborated and, then, which strategies they have used to show this comprehension. We noticed that this students, through the interaction, demonstrate comprehension about the features that they watched, they made common constructions, from their communal common grounds and the use of recourses like repetition and paraphrase. We can conclude that interaction can favor the construction of meanings from oral text, through the negotiation that the individuals made to show their comprehension about the features they had watched. And, still, that the strategies of repetition and paraphrases can, many times, favor that comprehension for letting to the informants re-elaborate the contents that they had watched with the deal of construct new knowledges from those that they have already have, using the enunciative resumed. We can't ignore the evaluated character that it is present at many of the comments elaborated by students in the different interactions, what carry us to the conclusion that when they know the subject that they watch they give theirselves the right to present their opinion about that subject. We intent, with our analysis, present a possibility of work with high school students, from television media, which see the television genres like object of study and demonstrate the co-construction of meanings at interactions propitiated by this genre. / Mestrado / Mestre em Linguística

Jeté dans un univers qui semble sans ordre ni cohérence, dans le récit de filiation le destin du narrateur semble tragiquement insignifiant. Entre paroles empêchées et paroles tues, le passé peine à se reconstruire et la vie se transforme en une épreuve douloureuse sous l'emprise d'un héritage indéchiffrable et lourd à porter. Les récits de Gwenaëlle Aubry, Michel Del Castillo, Pierre Bergounioux et Pierre Michon soulèvent la même interrogation existentielle concernant l'héritage et la liberté. De ces expériences, nous ne relevons pas que des similitudes car, dans ses limites ainsi que dans son aspiration à la liberté, l'homme peut se nuancer différemment. L'analyse que nous avons menée des diverses formes de réminiscences ainsi que des différents moyens mobilisés pour la quête du sens nous montre que la définition de l'homme ne dépend pas seulement des accidents de l'histoire individuelle ou collective. Elle est tributaire de cette force de raison et de liberté. Nous avons proposé une analyse qui présente une approche différente de ce qui se fait couramment pour les récits de filiation, une analyse qui se libère de la lecture limitée qui ne prend en compte que les déterminismes familiaux, sociologiques, politiques et historiques. Notre travail permet de prendre conscience du témoignage à la fois raisonné et passionné qu'est le récit de filiation. Au-delà de leurs différences, les histoires personnelles que nous avons étudiées se rejoignent dans la lutte qui substitue à l'angoisse première un optimisme qui justifie l'être et l'action. / Thrown into a world that seems without order or coherence, in the story parentage fate of the narrator seems tragically insignificant. Prevented between words and words kill, past struggles to rebuild and life becomes a painful ordeal in the grip of an indecipherable and legacy to wear. The stories of Gwenaëlle Aubry, Michel Del Castillo, Pierre Bergounioux and Pierre Michon raise the same existential question about the heritage and freedom. From these experiences, we do not note that because of the similarities in its limits and in its aspiration to freedom, man can qualify differently. The analysis we have conducted various forms of reminiscences and different resources mobilized for the search for meaning shows that the definition of man depends not only on accidents of individual or collective history. It depends on the force of reason and freedom. We have proposed an analysis that presents a different approach to what is commonly done for parentage stories, an analysis that is released from the limited reading that takes into account family determinism, sociological, political and historical. Our work raises awareness of testimony both reasoned and passionate about what parentage story. Beyond their differences, the personal stories we studied are joined in the struggle that replaces the first anguish optimism that justifies the being and action.

The empirical aim of this heuristic study was to explore the psychotherapeutic experiences of those with a ‘schizophrenia’ diagnosis. The epistemological aim was to deconstruct the structures of knowledge underpinning the diagnosis. The ‘personal knowledge’ drawn from the researcher’s own experience of working as a psychotherapist and filmmaker with individuals who had the diagnosis, and of being a psychiatric patient in the past, was used as a way of furthering these aims. Along with the work of Moustakas and Polanyi, key discourses used were Heidegger, Laing and contemporary critical clinical discourses. Eight participants with a ‘schizophrenia’ diagnosis took part in open-ended, conversational interviews that yielded substantial detail about the phenomenon. A multiperspective chronological narrative of early life experience, ‘schizophrenic’ breakdown, treatment and recovery emerged during the analysis of data, and is preserved in the composite depiction of the group experience. It was found that exploring the meaningfulness of experiences was a core driver of recovery, and psychotherapy was most helpful when it facilitated this exploration. By contrast, psychotherapy, and treatment as a whole, that obstructed this exploration were found unhelpful. These findings led to the argument that, what is termed ‘personal meaning’, may be a key factor in recovery from ‘schizophrenia’, and psychotherapy that was helpful seemed characterised by Heidegger’s concept of ‘anticipating care’. Treatment governed by ‘medical meaning’ and ‘intervening care’, meanwhile, are argued to prolong a crisis of ‘personal meaning’, and potentially facilitate an ‘acute’ phase of ‘schizophrenia’, rather than recovery. This conclusion raises critical questions about NICE guidelines for ‘schizophrenia’, which seem rooted in ‘medical meaning intervening care’. As well as facilitating an ‘understanding’ approach (in Heidegger’s sense) to researching experience, one key outcome arising from the researcher’s autobiographical connection to the research was learning more about his own experiences, and how to speak about them.

Place is a setting for everyday life. Through processes of meaning making that are rooted in experience and interaction, places become meaningful and structure much of everyday life. Place is simultaneously a physical construction that gives it material form. Place is an object that is envisioned, designed, organized, redesigned, and reorganized. Often, the (re)creation of places is entrusted to professional placemakers, a population with decision making power over processes of physical construction. This research broadly identifies professional placemakers as a population whose professional work can affect change onto the built environment. The literature of place attachment provides strong testimony to the meaningful relationships that people have to built environments and physical forms. For example, the meanings and emotions that residents and stakeholders attach to their homes, neighborhoods, cities, and communities. Professional placemakers hold a degree of power over the built environment and can drastically transform the attachments that people have to place. This research explores the interaction of the social and physical construction of place by considering how placemakers socially construct places in their professional work of physically constructing sites. I ask: how do professional placemakers form emotional bonds to the places they work to (re)create? And, what do those places mean to them? Primary data analysis of eight in-depth interviews with professional placemakers reveal that placemakers socially construct places they work to (re)create in different ways. The data revealed two interacting themes – ‘for the people’ and pride. Further analysis concluded that some professional placemakers see place as a social territory that is unique with history, people, and problems; while others see place as a piece of the built environment that is the successful product of their professional work. While this research underscores the saliency of place attachment across populations by addressing a gap in the literature, these findings have implications for the professional field of placemaking in general. If placemakers are varied in the ways they socially construct the places they are charged to (re)create, what are the consequences for the places on which they work and the people who will live, work, or play in those places?

This thesis is questioning the meanings of artistic creation. It is divided into two parts - theoretical and empirical. The first part introduces the topic through seven fundamental psychological approaches. The second part tracks the question of the meanings of artistic creation using qualitative half-structured interviews with three painters. During the interview analysis and interpretation, additional text and image documents are included as supplementary sources. Subjectively important topics that are linked to individual's artistic creation formed their so-called internal story of creation as the first output of analysis and data interpretation. Moreover, all three stories are compared with psychological approaches within the model of De Botton and Armstrong (2014), extended by a mutual comparison among artists and unification of various psychological approaches. Key words: creation, meaning, art, purpose, value

The idea of an inherent structure of meaning in human communication is identified as the message construct. Traces of the construct in textbook models of the basic communication process and in popular magazine images of communication are examined. The argument is raised that objectifying the message has resulted in a paradigm which focuses disproportionately on explicit, representational, and instrumental aspects of communication. An alternative conception is proposed which would take into account implicit, constitutive, and generative aspects.

D.Litt. et Phil. (Philosophy) / Though for a large portion of the twentieth century the question of life’s meaning wasn’t a favorite question among analytic philosophers, recent developments, especially within the last 30 years, show that the meaning of life is no longer ‘the black sheep of normative family’ (Metz 2002: 811). As Thaddeus Metz and others have already noted, most normative philosophers had been more comfortable discussing notions such as ‘happiness’, ‘well-being’ and ‘value’ and, thus, the notion of ‘meaningfulness’ has not been considered as a distinguished category that could account for a good life (cf. Wolf 2010, Metz 2013). However, there is enough evidence to suggest that the question of life’s meaning ‘has come firmly back onto the philosophical agenda’ (Cottingham 2013: 115). Long has passed since the day a distinguished analytic philosopher announced in his presidential address to the American Philosophical Association that ‘once in a time of weakness and lapse of judgment he wrote a paper on the meaning of life’ (Adams 2002: 71). In fact, the very existence of a growing body of literature on the meaning of life shows that ‘the problem does not go away’ (Cottingham 2003: 2) and one is bound to enquire about the ‘problem’ somewhere in one’s life.