Thesis (Ph. D.)--Lund University, Dept. of Philosophy. / Includes bibliographical references (p. [263]-276) and index.

Thesis (M.Phil.) - University of Glasgow, 2008. / M.Phil. thesis submitted to the Department of Philosophy, Faculty of Arts, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

Thesis (Ph. D.)--University of California, Santa Cruz. / Typescript. Includes bibliographical references (leaves [247]-253).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Antoine Spacagna, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed Jan. 25, 2006). Document formatted into pages; contains v, 218 pages. Includes bibliographical references.

Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 105-112) and index.

Thesis (Ph. D.)--University of California, San Diego, 2007. / Title from first page of PDF file (viewed June 21, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 273-290).

Y a-t-il un point de rencontre entre l’anthropologie et la sémiotique ? C’est la question à laquelle cette thèse essaye de répondre, à la recherche notamment du dialogue entre les disciplines en question et en interrogeant leurs objets de recherche : la culture et le sens. La découverte d’un « ancêtre commun » des idées, fondant leurs domaines théoriques, ouvre à la possibilité d’une vision commune qui est celle d’une science de la signification à vocation scientifique. Le problème de la culture en sémiotique et celui du sens en anthropologie ne sont pas résolus par de nouveaux paradigmes théoriques à étiqueter selon les modes académiques,mais ils constituent l’occasion pour réfléchir sur les fondements théoriques et sur le statut épistémologique de l’ancienne sémiotique structurale et de l’hypothèse générative. Cette sémiotique archaïque et oubliée, à côté de la réflexion anthropologique, peut-elle dire encore quelque chose de sensé sur le sens ? / Does it exists an interaction point between antropology and semiotics? This is the question this thesis tries to aswer to and it tries to do it by looking for a way of communication between these two disciplines and their main subjects of research: culture and sense. Discovering a common ancestor for the fundamental ideas of these two theoretical areas allows the possibility of a common vision that is the cornerstone of a discipline of meaningwith a scientific vocation. The problem of semiotics culture and the one of sense for anthropology don't need new theoretical paradigms, maybe following academic trends, butthey are themselves the chance to think about the fundamental theoretical principles and theepistemological statute of the ancient structural semiotics and of the generative hypothesis.Does this forgotten archaic semiotics, maybe together with the anthropological thought, still say something reasonable about sense and culture?

abstract: Many students spend a significant portion of their college life outside of the classroom, yet very little is known about the learning they experience as a result of their interactions outside of the classroom. Intentional out-of-class educational experiences offer educators a powerful window into not only understanding the college student experience, but gaining insight into what students are learning that has meaning for them. This research study employed a qualitative approach to examine how students make meaning of their intentional out-of-class educational experiences at a small, Catholic, liberal arts college. Four recent graduates of the college were interviewed on two separate occasions to garner a broad picture of what they learned beyond their classrooms. All four participants were members of the college's honor society whose membership criteria included not only excellence in the classroom, but excellence in the out-of-class arena as well. The students represented athletic teams, honor societies, service societies and clubs in their out-of-class educational experiences. While the participants discussed an array of outcomes as a result of their out-of-class educational experiences, each participant identified specific events that lead them to make new or revised meaning from their internal and external understandings of their world. Labeled as turning points, this research study found that there was a powerful interaction when combining out-of-class educational experiences with the opportunity to cognitively reflect on what each student was experiencing both in understanding how they viewed themselves, as well as the world around them. Consequently, student affairs practitioners, at least in this campus setting, can routinely discover cognitive gains of students implementing opportunities for college students to reflect on out-of-class educational experiences. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

Este trabalho tem como objetivo analisar, sob a ótica da Análise de Discurso francesa fundada pelo filósofo Michel Pêcheux, depoimentos produzidos em formação pedagógica de profissionais da educação de uma escola da rede pública estadual localizada na zona sul da cidade de Porto Alegre - RS, ocorrida no segundo semestre de 2015, que contou com 60 (sessenta) participantes entre equipe diretiva, professores e funcionários da instituição. A análise, sendo um estudo de caso de caráter qualitativo, surge a partir do dilema entre “ser ou não ser professor” desde a consideração das formas de sentir, compreender, entender, identificar, enfim, ser-permanecer educador/educadora na instituição escolar, buscando melhor entender os efeitos de sentido da permanência docente na escola, o modo de produção da profissão docente, hoje, e o tipo de pertencimento experimentado pelos educadores. Sob o prisma de estudar a língua como elemento inerente ao sujeito, atravessada pela história, para que se apreenda seu funcionamento enquanto processo significativo, e relacionado à linha de pesquisa Arte, Linguagem, Currículo, área temática Discurso e Docência, que traz como proposta o estabelecimento de interfaces entre educação e linguagem sob uma perspectiva discursiva, juntamo-nos ao projeto Formação de professores, tecnologias de informação e comunicação e autoria, coordenado pela Profª Drª Dóris Maria Luzzardi Fiss – UFRGS, com o intuito de responder algumas questões que nos instigam: Por que os docentes continuam exercendo a “profissão professor”? Que sentidos de (não)permanência são percebidos nos enunciados dos educadores? O que leva os docentes a quererem permanecer nas instituições de ensino, especificamente, dentro da sala de aula? De que modo os docentes permanecem na escola? Que estratégias os professores/as professoras utilizam para permanecer na educação? Percebemos, a partir de gestos de interpretação dos enunciados dos(as) professores(as), o compromisso dos mesmos com determinada memória que associa educação à transformação, à esperança, à docência vivida com objetivos concretos que justificam permanecer no exercício da profissão. A permanência do/da docente pode ser compreendida a partir dos laços que ele/ela cria com seus colegas e seus alunos/suas alunas, laços que estão atravessados por afeto e compromisso epistemológico e social. Talvez se possa especular que a humana docência, assim como é compreendida por Miguel Arroyo e Paulo Freire, possa ser o elemento que está fortalecendo o professor/a professora e garantindo sua aposta na educação. / The objective of this work is to analyze, from the point of view of the French Discourse Anal-ysis founded by the philosopher Michel Pêcheux, testimonies produced in pedagogical for-mation of education professions of a public public school located in the area of the city of Porto Alegre - RS, Occurred in Second half of 2015, which included 60 (sixty) participants among the management team, professors and employees of the institution. An analysis, being a quali-tative case study, arises from the dilemma between "being or not being a teacher" from an Opinion of the ways of feeling, understanding, understanding, identifying, finally, being-to re-main educator / educator in the The school creation, seeking a better understanding of the ef-fects of teacher stay in school, the way of production of the teaching profession, today, the type of belonging experienced by educators. From the perspective of studying language as an inher-ent element of the subject, traversed by history, in order to understand its functioning during the process, and related to the research line Art, Lin-guage, Curriculum, Thematic area Dis-course and Teaching, That Bringing as a proposal the establishment of interfaces between edu-cation and language from a discursive perspective, we join the project Teacher training, infor-mation and communication technologies and authorship, co-ordinated by Prof. Dr. Dóris Maria Luzzardi Fiss - UFRGS, with O To respond to someone who is not an instigator: Why do teach-ers continue to exercise a "professing profession"? What meanings of (non) permanence are perceived in educators' statements? What leads teachers to want to stay in educational institu-tions, specifically within the classroom? How do teachers stay in school? What school of teach-ers do teachers use to remain in education? We perceive, from the interpretations of the state-ments of (as) teachers, their commitment to the memory that associates education at a distance, information, documentation lived with concrete objectives that justify remaining in the exercise of the profession . The permanence of the teacher can be understood from the bonds he / she creates with his / her classmates and their students, ties that are publicly committed, and epis-temological and social commitment. Maybe it's a company that knows the teacher and a teacher and guarantees its commitment to education, by Miguel Arroyo and Paulo Freire, can be the element that is strengthening the teacher and ensuring his commitment to education.

This study reports data from a three-month discourse analysis of a fifth-grade teacher`s language used to negotiate meaning of text with linguistically and culturally diverse students. Specifically, I use Gee`s (2005) discourse analysis methodology to examine the teacher`s language-in-use for seven building tasks of language--significance, activities, identities, relationships, politics (the distribution of social goods), connections, and sign systems and knowledge--in a micro level analysis for eight teaching episodes covering reading and/or social studies instruction. In doing so, I conceptualize categories and subcategories of language use for each of the language building tasks. I find that the teacher used instructional language overwhelmingly to build significance (almost two-thirds of the coded data) and that in building significance the teacher used reproduction of meaning (including repetition, paraphrase, and citation), prosodic devices, questions, overt attention, life connection, and adjective labeling. In a macro level of analysis, I examine the content of the meanings the teacher negotiated, and find that situated meanings in her discourse often allude to issues of power that implicate a discourse model of a critical outlook on social studies and social issues that appear in social studies, reading and other texts. I end with a discussion of how these findings might be of practical use for educators and suggestions for future research.