Se a publicação dos dois volumes dos Problemas de linguística geral de Émile Benveniste (1966; 1974) se configura em um marco para os estudos enunciativos, a publicação de suas Últimas aulas no Collège de France (1968 e 1969) (2012) – obra estabelecida geneticamente por Jean-Claude Coquet e Irène Fenoglio a partir de manuscritos do linguista e de seus ouvintes – marca, por sua vez, uma volta à discussão de sua reflexão semiológica. Reflexão formulada por Benveniste no decorrer dos anos 60 e apresentada, sobretudo, em seu artigo “Semiologia da língua” (1969/1974). Nessa perspectiva, no presente trabalho, propõe-se a semiologia da língua de Benveniste como objeto de pesquisa. Ao contrário dos estudos correntes na área, neste, não é enfatizado o projeto da metassemântica apresentado programaticamente no final de “Semiologia da língua”, mas se busca compreender a ideia de uma semiologia da língua e o efeito dessa reflexão semiológica sobre o lugar da linguagem nas ciências humanas. Para tanto, de um ponto de vista que parte da noção de historicidade (MESCHONNIC, 1995) e que, através de uma composição vida-obra-teoria (condições de enunciação), busca aprofundar a discussão a respeito do pensamento de Benveniste, realiza-se um estudo teórico de diferentes textos de seus Problemas de linguística geral tomados em contraponto com os manuscritos que compõem suas Últimas aulas. O trabalho se apresenta em três capítulos, ao longo dos quais são formuladas e defendidas duas hipóteses, a primeira referente à ideia de que, além da metassemântica, a semiologia da língua desenvolvida pelo linguista engloba outras relações envolvendo a língua; a segunda referente à ideia de que, com a semiologia da língua, Benveniste torna incontornável uma reflexão a respeito da linguagem nas ciências humanas, uma vez que a língua (e somente a língua, devido a sua dupla significância) é o único sistema que pode interpretar a si mesmo e aos outros sistemas semiológicos. Esse fato faz com que o linguista confira um lugar central à língua em campos do saber fora da linguística. / If the publication of the two volumes of Problems in General Linguistics by Émile Benveniste (1966; 1974) is a landmark for enunciative studies, the publication of his Dernières Leçons. Collège de France 1968 et 1969 [Last Lectures at Collège de France (1968 and 1969)] (2012) – work genetically established by Jean-Claude Coquet and Irène Fenoglio based on the manuscripts of the linguist and his listeners – marks a return to the discussion of his semiological reflection. A reflection Benveniste developed during the 1960s and presented mainly in his article “The Semiology of Language” (1969/1974). Within this perspective, the object of research in this paper is Benveniste's semiology of language. Unlike current studies in this area, this one does not emphasize the project of meta-semantics presented programmatically at the end of “The Semiology of Language”, but seeks to understand the idea of a semiology of language and the effect of this semiological reflection on the place of language in the human sciences. In order to do that, from a standpoint that is based on the notion of historicity (MESCHONNIC, 1995) and that seeks to further the discussion on Benveniste’s thinking through a composition life-work-theory (conditions of enunciation), a theoretical study of different texts of his Problems in General Linguistics is carried out, taken in contrast with the manuscripts that make up his Dernières Leçons. The study is developed in three chapters, along which two hypotheses are formulated and defended. The first refers to the idea that, in addition to the meta-semantics, the semiology of language developed by the linguist includes other relationships involving language. The second refers to the idea that, with the semiology of language, Benveniste makes a reflection on language in the human sciences inevitable, since language (and only language, because of its double significance) is the only system that can interpret itself and other semiological systems. This fact leads the linguist to put language in a central place in fields of knowledge other than linguistics.

Face à la discontinuité et à l’hétérogénéité essentielles – et non accidentelles – de la communication muséale, le spectre des postures adoptées par les acteurs de la médiatisation investis dans ces processus est très large. La présente thèse cherche à examiner la manière dont ces acteurs (autant ceux qui évoluent au sein des musées qu’autour de ces derniers) s’engagent dans un jeu d’anticipations croisées où chacun cherche à s’assurer des prises sur le continuum de la médiation patrimoniale pour poursuivre ses projets respectifs. Conduite dans le cadre d’un financement CIFRE au sein de l’agence prestataire de musées Mazedia, cette thèse se focalise, dans cette situation d’incertitude plus ou moins radicale, sur le recours aux médias informatisés et, plus précisément, aux architextes ; ces outils d’écriture qui conditionnent l’écriture (et, de fait, la lecture) des autres. Dans une démarche à la croisée entre sémiologie des médias et des médiations et économie politique de la communication, deux architextes font l’objet d’une analyse détaillée : DMA Friends (conçu par le musée d’art de Dallas) et Wezit (conçu par l’agence Mazedia). Le premier a été choisi pour la façon dont il illustre un processus d’architextualisation de l’évaluation muséale (appréhendée comme une écriture des pratiques) ; le second, un processus d’architextualisation des pratiques d’écriture de médiation de type « transmédiatique ». Dans une perspective exploratoire est examinée l’articulation possible entre ces deux processus et la manière dont celle-ci est susceptible de reconfigurer la manière dont la médiation patrimoniale peut opérer lorsqu’elle repose sur l’intervention des médias informatisés. / When dealing with the discontinuity and heterogeneity of museum communication (which is essential and not at all accidental), the broad spectrum of the positions adopted by the actors of mediatization who are involved in the processes is substantial. This thesis examines the manner in which these actors (i.e. those working in museums and those collaborating with them) anticipate complex interactions and seek to guarantee their place on the continuum of heritage interpretation in order to pursue their respective projects. This thesis was possible thanks to a CIFRE grant and was undertaken within a service provider for museums called Mazedia. In this context of relatively significant institutional instability, its aim is to focus on the reliance on digitized media and, more precisely, on architexts, that is, writing tools which condition the writing (and, as a result, the reading) of others. In a process which is situated at an intersection between media and mediation semiology and political economy of communication, two architexts are analyzed in detail, DMA Friends (conceived by the Dallas museum of Art) and Wezit (conceived by Mazedia) respectively. The first was chosen on account of the way it illustrates a process of architextualisation of museum evaluation (apprehended as practices scripturalization). The second deals with a process of the architextualization of practices of transmedia interpretation writing. It is in an exploratory perspective that this thesis examines the possible articulation between these two processes and the manner in which the latter is susceptible to reconfigure the way heritage mediation can operate when it relies on the use of digitized media.

[pt] A partir dos anos 80, de forma cada vez mais freqüente, um fenômeno social passou a fazer parte do cotidiano brasileiro: o uso de peças de design gráfico e de produto criados sob inspiração da bandeira nacional. Embora este tipo de apropriação da bandeira não seja permitido por lei, sua recorrência motivou, nos anos 90, a criação de um processo, ainda em andamento no Senado, visando à mudança na legislação. A presente dissertação, como pesquisa qualitativa, propõe a busca das razões sociais e históricas que resultam neste fenômeno, priorizando a análise através do design. Revelando os atributos gráficos da bandeira brasileira, que estimulam sua utilização como base de criação para comunicação visual, a pesquisa promove os debates em torno de símbolos nacionais e reafirma a participação do design nos estudos sociais brasileiros. / [en] A social phenomenon has become current in Brazil in the past twenty years: the use of items focusing on the Brazilian flag as created by designers. Considering that this kind of appropriation of the Brazilian flag is not allowed by law, its recurrence motivated, in the 90s, a plea for change in this law, still running in the Senate for approval. As a qualitative type of research, the present thesis proposes a search for the social and historical reasons that made this phenomenon to occur. It shows the graphic attributes of the Brazilian flag, which somehow stimulate its use by visual communicators. This research also fosters debates around our national symbols, and reaffirms design as an issue in the Brazilian Social Studies.

Les technologies du numérique modifient profondément la manière dont les sociétés appréhendent et se représentent leur espace. La cartographie n’est pas à l’écart de ces changements et les cartes sont de plus en plus nombreuses et sont utilisées sous de nouvelles formes. C’est en particulier le cas de la consultation d’itinéraires uniques, rendue plus aisée par les évolutions techniques et technologiques. L’usage de ces itinéraires est aujourd’hui l’une des principales fonctionnalités des cartes numériques, dont un grand nombre sont issues de sociétés implantées aux États-Unis.Comment appréhender, dans le cadre d’une analyse diachronique et comparatiste, le rôle des cartes d’itinéraire dans la cartographie numérique? S’agit-il d’une nouveauté ou de la réactualisation d’une forme cartographique plus ancienne ? Quelle place tient ce type de représentations dans une perspective croisée?La thèse propose de répondre à ces questions par une analyse large à trois entrées : cartobibliographique, sémiologique et processuelle, en se basant sur des corpus de cartes issus de la Bibliothèque nationale de France et de laNewberry Library. Les principaux résultats de ce travail apportent un éclairage sur les changements en cours avec le passage d’une cartographie majoritairement papier à une cartographie majoritairement écran. Ils invitent finalement à penser ces changements à travers une redéfinition du statut de la carte à l’ère numérique. / Digital technologies deeply change the way in which societies grasp their environment and represent space Cartography is not exempt from these changes, maps are more widespread than ever and are being used for new purposes. Among them, the use of route specific maps, made easier by technical and technological developments. Many online maps are used for itineraries, and most of them come from United States-based corporations.These observations raise the questions of how to understand this specific use of maps when put in a chronological and comparative perspective ? Is this an innovation or rather an actualization of a previous type of mapping practice ? What is the status of these itineraries when studied in a multifaceted perspective ?This research addresses these questions using three main approches : cartobibliographical, semiological and processual, and relying on extensive map collections from the Bibliothèque nationale de France and the Newberry Library. The main results bring new insights on the changes taking place with the transition from a primarily paper cartography to a primarily on-screen cartography and call for a redefinition of the status of maps in the digital era.

Abstract In this thesis a socio-cultural perspective of medical science education is adopted to argue the position that undergraduate medical scientists must be enculturated into the profession as knowledge workers and symbolic analysts who can interact with computers in complex analytical procedures, quality assurance and quality management. The cue for this position is taken from the transformations taking place in the pathology industry due to advances in automation, robotics and informatics. The rise of Evidence-Based Laboratory Medicine (EBLM) is also noted and the observation by higher education researchers, that knowledge systems are transforming in such a way that disciplines can no longer act in isolation. They must now collaborate with disparate fields in transdisciplinary knowledge systems such as EBLM, for which new skills must be cultivated in undergraduate medical scientists. This thesis aims to describe a theoretical basis for knowledge work by taking a semiotic perspective. This is because, semiotics, a theory of signs and representations, can be applied to the structure of transdisciplinary scientific knowledge, the logic of scientific practice and the rhetoric of scientific communications. For this purpose, a semiotic framework is first derived from a wide range of semiotic theories existent in the literature. Then the application of this semiotic framework to clinical chemistry knowledge, context, logic, and rhetoric is demonstrated. This is achieved by interpreting various clinical chemistry data sources, for example, course materials, laboratory spatial arrangements, instruments, printouts, and students' practical reports, collected from a teaching laboratory situation. The results of semiotic analysis indicate that the clinical chemist working in the computerised laboratory environment performs knowledge work, and the term is synonymous with symbolic analysis. It is shown that knowledge work entails the application of a systematic structure for clinical chemistry knowledge derived in terms of the validation procedures applied to laboratory, data, results and tests; the application of logic in the classification and selection of instruments, their rulegoverned- use, and in troubleshooting errors; pragmatic decisions based on availability of space, services and budgets; discrimination among values in laboratory test evaluations in EBLM, for the cost-effectiveness and relevance of pathology services; and the recognition of rhetorical strategies used to communicate laboratory test information in graphs, charts, and statistics. The role of the laboratory context is also explained through semiotics, in terms of its spatial arrangements and designs of laboratory instruments, as a place that constrains the knowledge work experience. This contextual analysis provides insights into the oppositional trend brought to wide attention by analysts of computerised professional work, that more skills are needed, but that there are fewer highly skilled positions available. The curriculum implications of these findings are considered in terms of the need to cultivate knowledge workers for highly complex symbolic analysis in computerised laboratories; and also the need to prepare medical science graduates for the transdisciplinary knowledge system of EBLM, and related venues of employment such as biomedical research and clinical medicine. In meeting the aims to define and demonstrate knowledge work from the semiotic perspective, this thesis makes an original contribution to knowledge by the application of semiotics to a field in which it has probably never been tested. It contributes to the scholarship of teaching in higher education by formulating a structure for transdisciplinary medical science knowledge, which integrates scientific with other forms of knowledge, and with real world practice.

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

Made available in DSpace on 2010-04-20T20:08:05Z (GMT). No. of bitstreams: 0 Previous issue date: 1999-04-22T00:00:00Z / From june 1893 to october 1897, the Belo Monte community (Canudos, BA,Brazil), under Antônio Conselheiro's leadership, experienced an approximately 10,335% demographic growth in the most arid region of the caatinga' and resisted for 10 months to a disproportionate war effort imposed by almost half (49.8%) of the brazilian Army contingent of that time, supported by many battalions of the military public forces, of the state of Amazonas, Bahia, Pará and São Paulo, under the command of tive generais, the elite of the terrestrial national force and, at the end of the conflict, under the command of the war minister himself, marshal Carlos Machado Bittencourt. Through the recognition of this episode as a very expressrve adrninistrative phenomenon, despite of its tragic destiny, this thesis studies the organizational models and power/authority that made possible the growth, supply and defense of Canudos in such a criticai situation. Under the perspective of an institutional understanding of the social imagery about the episode, this study proposes an analysis model denominated Organizational Semiologic Tetrahedron and compares statements by descends of the war survivors with reports by chronicler-witnesses', studious of the subject, iconographic, musicographic and literary registry over the episode. / De junho de 1893 a outubro de 1897 a comunidade do Belo Monte (Canudos, BA, Brasil), sob a liderança de Antônio Conselheiro, experimentou um crescimento demográfico na ordem de 10 335 %, na mais árida região da caatinga baiana e resistiu, durante 10 meses, a u desproporcional esforço de guerra, imposto por quase metade (49,8%) do efetivo do Exército brasileiro de então, apoiada por diversos batalhões das forças públicas dos Estados do Amazonas, Bahia, Pará e São Paulo, sob o comando de cinco oficiais generais, a elite da oficialidade da força terrestre nacional e, ao final do conflito, do próprio ministro da guerra, marechal Carlos Machado Bittencourt. A partir do reconhecimento desse episódio como fenômeno administrativo muito expressivo, ainda que de trágico destino, esta tese estudo os modelos de organização e de poder/autoridade que tornaram possível esse crescimento, o abastecimento e a defesa de Canudos em situação tão crítica. Na perspectiva de uma leitura institucional do imaginário social sobre o acontecimento, este estudo propõe o modelo de análise denominado Tetraedro Semioncológico da Organizações, e confronta os depoimentos colhidos entre descendentes dos sobreviventes da guerra com os relatos dos cronistas-testemunhas, estudiosos e os registros iconográficos, musicográficos e literário sobre o episódio.

(in English) This dissertation paper deals with the transformation of the relationship letter and image in the Czechsoslovakian art in the 1950s and 1960s, interpreted from the point of view of the cultural and social events not as the history of art, but history of reality representation. The objective of the paper is to create a more complex view of various levels of integration of letter and image in domestic environment, so it approaches the phenomena of letter and image from a specific interpretation point of view based on three main lines. Mapping the phenomena of letter and image in the context of that period in Czechoslovakia, which preceded work structuralizing, was the base of the first interpretation line which bases the core of work on four social "activators", which, in the mind of an artist, activated the need to incarnate letter and image. Since the subject of the paper is the letter as a material manifestation of the language, the second interpretations line follows the purposeful modification of the language structure between the signifiant and signifié, which occurs in visual imaging. The third interpretation line puts the first two into a broader, aesthetic and philosophical context due to which, more complex language structures entering the art of work can be identified. Using...

Se a publicação dos dois volumes dos Problemas de linguística geral de Émile Benveniste (1966; 1974) se configura em um marco para os estudos enunciativos, a publicação de suas Últimas aulas no Collège de France (1968 e 1969) (2012) – obra estabelecida geneticamente por Jean-Claude Coquet e Irène Fenoglio a partir de manuscritos do linguista e de seus ouvintes – marca, por sua vez, uma volta à discussão de sua reflexão semiológica. Reflexão formulada por Benveniste no decorrer dos anos 60 e apresentada, sobretudo, em seu artigo “Semiologia da língua” (1969/1974). Nessa perspectiva, no presente trabalho, propõe-se a semiologia da língua de Benveniste como objeto de pesquisa. Ao contrário dos estudos correntes na área, neste, não é enfatizado o projeto da metassemântica apresentado programaticamente no final de “Semiologia da língua”, mas se busca compreender a ideia de uma semiologia da língua e o efeito dessa reflexão semiológica sobre o lugar da linguagem nas ciências humanas. Para tanto, de um ponto de vista que parte da noção de historicidade (MESCHONNIC, 1995) e que, através de uma composição vida-obra-teoria (condições de enunciação), busca aprofundar a discussão a respeito do pensamento de Benveniste, realiza-se um estudo teórico de diferentes textos de seus Problemas de linguística geral tomados em contraponto com os manuscritos que compõem suas Últimas aulas. O trabalho se apresenta em três capítulos, ao longo dos quais são formuladas e defendidas duas hipóteses, a primeira referente à ideia de que, além da metassemântica, a semiologia da língua desenvolvida pelo linguista engloba outras relações envolvendo a língua; a segunda referente à ideia de que, com a semiologia da língua, Benveniste torna incontornável uma reflexão a respeito da linguagem nas ciências humanas, uma vez que a língua (e somente a língua, devido a sua dupla significância) é o único sistema que pode interpretar a si mesmo e aos outros sistemas semiológicos. Esse fato faz com que o linguista confira um lugar central à língua em campos do saber fora da linguística. / If the publication of the two volumes of Problems in General Linguistics by Émile Benveniste (1966; 1974) is a landmark for enunciative studies, the publication of his Dernières Leçons. Collège de France 1968 et 1969 [Last Lectures at Collège de France (1968 and 1969)] (2012) – work genetically established by Jean-Claude Coquet and Irène Fenoglio based on the manuscripts of the linguist and his listeners – marks a return to the discussion of his semiological reflection. A reflection Benveniste developed during the 1960s and presented mainly in his article “The Semiology of Language” (1969/1974). Within this perspective, the object of research in this paper is Benveniste's semiology of language. Unlike current studies in this area, this one does not emphasize the project of meta-semantics presented programmatically at the end of “The Semiology of Language”, but seeks to understand the idea of a semiology of language and the effect of this semiological reflection on the place of language in the human sciences. In order to do that, from a standpoint that is based on the notion of historicity (MESCHONNIC, 1995) and that seeks to further the discussion on Benveniste’s thinking through a composition life-work-theory (conditions of enunciation), a theoretical study of different texts of his Problems in General Linguistics is carried out, taken in contrast with the manuscripts that make up his Dernières Leçons. The study is developed in three chapters, along which two hypotheses are formulated and defended. The first refers to the idea that, in addition to the meta-semantics, the semiology of language developed by the linguist includes other relationships involving language. The second refers to the idea that, with the semiology of language, Benveniste makes a reflection on language in the human sciences inevitable, since language (and only language, because of its double significance) is the only system that can interpret itself and other semiological systems. This fact leads the linguist to put language in a central place in fields of knowledge other than linguistics.

Made available in DSpace on 2016-06-02T20:25:09Z (GMT). No. of bitstreams: 1 3563.pdf: 5864424 bytes, checksum: 332a03d1df21e6cee1bb1ff5cb67b930 (MD5) Previous issue date: 2011-02-25 / Universidade Federal de Minas Gerais / This research was developed into studies of discourse, which centrality is defined from the analysis of the mechanisms of enunciation institution in exams of Brazilian evaluation in order to study the relation language-image. The corpus of analysis is constituted by exams of Exame Nacional do Ensino Médio (ENEM) and Exame Nacional de Desempenho dos Estudantes (ENADE) in the editions of the years between 2004 and 2009, that means 7 exams of ENEM and 6 of ENADE. Before defining this temporal cutting, we have studied the six editions of ENEM that happened before 2004 in order to know the operation of the exams during the years. The general goal of this research was to understand that manners of evaluation of linguistic-discursive ability, having in mind the relation between language and the images in the production of sense presented in national systems of evaluation in High School and graduation by the two exams here evidenced. Our specific goals are: a) to analyze the relation established between the language and the image(s) presented in evaluative questions of ENEM and ENADE in the chosen period; b) to identify the theoretical assumptions involved in questions of this modality; c) to study the frequency and regularity of questions that present multimodal texts in the 12 editions of ENEM and in the 6 of ENADE; and d) to evaluate the relevance of the proposition of analysis from the theoretical frameworks of studies of discourse. It has been working as theoretical-analytical foundations the contributions based on the theory of Discourse Analysis of French filiation founded by Michel Pêcheux and his group, in the discursive formulations of Jean-Jacques Courtine and on the contributions of Michel Foucault for the discourse theory. We also bring the reflections of Émile Benveniste and, especially, of Roland Barthes about language from the semiological point of view in order to study the production of sense on imagery and mixed language. There are present on our work the notions of utterance, discourse, file, discursive memory, interdiscourse and historical semiology through which we developed methodologically the analysis. The corpus was basically organized according to three criteria: the coincidence in 2004 of the ENADE institution that would replace the old provão with the institution of PROUNI; the rise of number of images in the exams of ENEM; and the highlights of both exams that presented the image as the object of reading and comprehension that would be the responsible by the evaluation of student/candidate. The study brings three analytical ways: a) one in which we conducted a survey of exams, organizing the corpus, classifying the questions and observing the possible theories that were around the evaluation of those exams; b) another one showing the theory that has language, image or both correlated as object of study; and c) the analysis from the theoretical assumptions of discourse in order to study the mixed text as discourses materializations. We can present as findings some results: in the last Five years, there was a progressive attention to the imagery text in the evaluation systems that we are studying; in some occasions, the image is not only a mere flavor or didactical text, it is the object of interpretation; there is not a theory that is dedicated to reading and comprehending the image, which becomes a responsibility of the goals of the question to present a theory that often turns to verbal text or to them/content, making the image not an object of analysis, but as materialization or vehicle of a content that serves the analysis students. / Esta pesquisa foi desenvolvida no interior dos estudos do discurso, cuja centralidade está definida a partir da análise dos mecanismos de instituição do enunciado em exames de avaliação brasileira com vista a estudar a relação língua-imagem. O corpus de análise é constituído por provas do Exame Nacional do Ensino Médio (ENEM) e do Exame Nacional de Desempenho dos Estudantes (ENADE) nas edições dos anos compreendidos entre 2004 e 2009, o que corresponde a 7 provas do ENEM e 6 do ENADE. Antes de definir esse recorte temporal, estudamos as seis edições do ENEM anteriores a 2004 a fim de conhecer o funcionamento das provas ao longo dos anos. O objetivo geral da pesquisa foi compreender os modos de avaliação de competência linguístico-discursiva tendo em vista a relação entre a língua e as imagens na produção de sentido apresentada em sistemas nacionais de avaliação de Ensino Médio e Superior através dos dois exames aqui evidenciados. Compõem nossos objetivos específicos: a) analisar a relação estabelecida entre a língua e a(s) imagem(ns) apresentada(s) em questões avaliativas do ENEM e do ENADE no período de recorte; b) identificar os pressupostos teóricos envolvidos nas questões dessa modalidade; c) estudar a frequência e a regularidade de questões com texto multimodal nas 12 edições do ENEM e nas 6 do ENADE; e d) avaliar a pertinência de proposição de análise a partir dos quadros teóricos dos estudos do discurso. Nosso trabalho teve como alicerces teóricoanalíticos os aportes da teoria da Análise do Discurso de filiação francesa sob a fundação de Michel Pêcheux e seu grupo, nas formulações discursivas de Jean-Jacques Courtine e nas contribuições de Michel Foucault para a teoria do discurso. Trazemos também as reflexões de Émile Benveniste e, sobretudo, de Roland Barthes sobre língua e linguagem do ponto de vista semiológico para estudarmos a produção de sentido na linguagem imagética e mista. São centrais, em nosso trabalho, as noções de enunciado, discurso, arquivo, memória discursiva, interdiscurso e semiologia histórica, por meio das quais desenvolvemos metodologicamente as análises. Nosso corpus foi organizado basicamente em função de três critérios: a coincidência em 2004 da implantação do ENADE - que viria a substituir o antigo provão - com a instituição do PROUNI; aumento do número de imagens nas provas do ENEM; e destaque das questões de ambas as provas que apresentassem a imagem como objeto de leitura e interpretação mediante o qual o aluno/candidato seria avaliado. O estudo traz três trajetos analíticos: a) um em que fizemos um levantamento das provas, organizando o corpus, classificando as questões e observando as possíveis teorias que se apresentavam nos dois exames; b) uma outra análise evidenciando a teoria que tome a língua, a imagem ou ambas correlacionadas como objeto de estudo; e c) uma análise a partir dos postulados teóricos do discurso com intento de estudar o texto misto como materialização dos discursos. Podemos apresentar algumas constatações: nos últimos cinco anos, houve uma atenção progressiva para o texto imagético nos sistemas de avaliação em estudo; em algumas ocasiões, a imagem deixa de ser um mero texto ilustrativo ou didatizante e passa a ser objeto interpretativo; não há uma teoria que se debruce sobre a leitura e a interpretação da imagem, ficando a cargo dos objetivos da questão apresentarem uma teoria que, muitas vezes, se volta para o texto verbal ou para o tema/conteúdo tomando a imagem não como objeto de análise, mas como materialização ou veículo de um conteúdo que servem aos estudantes para análise.