L'enseignement de notions nouvelles appelle l'usage de signes nouveaux pour les élèves, de signes dont l'enseignant sait la signification inconnue des élèves. Parce que le signe "ne peut ni faire connaître ni reconnaître [son] objet" (Peirce, 2.231), l'enseignant doit, pour instruire les enfants, "leur parler de ce qu'ils ne connaissent pas encore mais avec des mots qu'ils connaissent et comprennent" (Condorcet, 1791-1792/1989, p.278). Cohabitent alors, dans le discours de l'enseignant, des signes aux significations inconnues, et d'autres aux significations connues. Ces derniers doivent permettre la compréhension des premiers. Nous faisons comme première hypothèse que, en tant que signe, un terme (nom, groupe nominal ou verbe) dont l'enseignant présuppose la signification non-connue des élèves est utilisé en association avec d'autres termes dont la signification est présupposée connue. D'une part, la production d'un signe est un processus – une sémiose (Peirce, 1978 ; Morris, 1938). D'autre part, l'enseignant, relativement au terme inconnu, attend de l'élève la construction d'un concept – des connaissances agies (Piaget 1970 ; Vergnaud, 1990) – qui est un signifié nécessairement implicite au discours. Alors, nous parlons du processus d'implicitation. A l'inverse, nous posons comme seconde hypothèse que, pour l'efficacité de la communication, un terme dont l'enseignant présuppose la signification connue des élèves est produit sans autres termes pour aider à sa compréhension. Dans ce cas, toute part du signifié est tue ; nous parlons du processus de tacitation. Défendre ces deux hypothèses, c'est défendre que l'étude du discours de l'enseignant, restreinte à une étude de la mise en coprésence (ou non) de termes entre eux, permet la saisie d'une part des présuppositions de l'enseignant quant aux connaissances des élèves. C'est la thèse que nous soutenons. La réduction alors opérée des phénomènes langagiers est franche, notamment sur leurs aspects syntaxiques et pragmatiques. Il ne s'agit pas de négliger l'existence de ces aspects, mais de tester l'heuristique, pour l'enseignement, d'un principe fondamental associationiste du langage. A l'aide d'apports philosophiques (quand il s'agit de l'étude du signe et de la sémiose), épistémologiques et didactiques (quand il s'agit d'ancrer notre réflexion dans une théorie de la connaissance et des apprentissages) et linguistiques (quand il s'agit de justifier l'appel aux termes implicite et tacite), nous défendons d'abord théoriquement cette réduction (partie I, chap. I et II). A partir d'études de cas issues d'enseignements de mathématiques, nous construisons ensuite une méthodologie couplant l'observation d'enseignants – pour l'accès aux termes qu'ils utilisent – et des entretiens d'auto-confrontation – pour l'accès (indirect) à leurs présuppositions. Dans notre groupe de sujets (composés d'enseignants de mathématiques, sciences physiques et biotechnologies), lors de l'étude de 259 occurrences de termes, nous parvenons à prédire 80% des présuppositions des enseignants (partie I, chap. III). Forts de ce résultat donnant à l'implicitation et la tacitation un crédit empirique, nous proposons alors d'en repérer les instances dans l'intégralité de 10 séances d'enseignement de sciences physiques sur la quantité de matière. Nous montrons que l'étude de la répartition dans le temps des deux types de processus permet le repérage de moments d'enseignement distincts quant à 1. la gestion de l'hétérogénéité de la classe par l'enseignant et 2. la dépendance de la compréhension du discours par les élèves à leurs connaissances préalables (partie II, chap. IV et V). Les processus d'implicitation et de tacitation, par les éclairages nouveaux qu'ils apportent, peuvent participer aux débats qui portent sur les interactions verbales de la salle de classe. / Teaching of a new lesson calls the use of signs that are new to the students: they do not know their meaning and the teacher knows they do not know them. Since a sign “cannot furnish acquaintance with or recognition of [its] object” (Peirce, 2.231), the teacher has to speak of what the students do not know with words they know and understand (Condorcet, 1791-1792/1989). Consequently, signs with known meaning and signs with unknown meaning coexist in teachers' speech, and the firsts should allow the latter to be understood. Our first hypothesis is: when the teacher presupposes that the meaning of a term (a noun, a noun phrase or a verb) is unknown for the students, he uses it in association with other terms that are presupposed to be known for the students. The production of a sign is a process; a semiosis (Peirce, 1978; Morris, 1938). Regarding the unknown term, the teacher expects from the students the construction of a concept – acted knowledge (Piaget 1970; Vergnaud, 1990) – which is necessarily implicitly signified by the term. Therefore, we speak of the process of implicitation. We draw up a second hypothesis. For an effective communication, the teacher does not use a term in association with other terms when he presupposes that its meaning is known for the students. In this case, all part of the meaning of the term is kept silent; so we speak of the process of tacitation. Defending both these hypothesis means assuming that we can identify teachers' presuppositions about students' knowledge from the study of mere association of terms in teachers' speech. The part of linguistic phenomena on which we focus is therefore limited. We leave aside the syntactic and the pragmatic dimensions of language. We suggest that such an approach may be heuristic for understanding the production of teachers' speech. With contributions from philosophy (when we study signs and semiosis), epistemology and didactics (when we root our work in a theory of knowledge and learning) and linguistic (when we justify our use of the words implicit and tacit), we start our dissertation by theoretically defending our approach (part I, chap. I & II). From case studies of mathematics lessons, we build a methodology based on both teachers' observation – to access the terms they use – and interviews – to access (indirectly) their presuppositions. In our group of subjects (mathematics, chemistry and biology teachers), we succeed in predicting 80% of teachers' presuppositions related to 259 occurrences of terms (part I, chap. III). This result strongly supports the existence of implicitation and tacitation. Therefore, we pursue our work by locating their instances in 10 whole lessons of chemistry. We show that the study of their distribution in time allows detecting teaching phases that are different by 1. the way the teacher deals with the heterogeneity of the class and 2. the way students' comprehension of teachers' speech is dependent on their preexisting knowledge (part II, chap. IV & V). Thus, implicitation and tacitation processes bring new light to discussions about verbal interactions in class.

This work consists of the critical reading of Meu amigo Marcel Proust Romance (1995), of Judith Grossmann, and in the analysis of the phenomenon of the presentificação, understood it as one semiose where the desire, the perception and the speech are linked in a new epistemological relation. Thus being, the citizen of semiose of the presentificação comes to possess triple nature: patêmico citizen of the desire, percipient citizen of the cognition and enunciative citizen of the speech. The objective of this work is systemize and to find pathemic, percipient and enunciative the elements that base the presentificação. To argue in favor of this semiose it was opted to establishing dialogue between some aesthetic and philosophical theories around the subject of the representation, under the point of view of semiose of the presentificação. It had for good to undertake the comparison between literary workmanship MAMPR and other texts that could present modalities differentiated of this semiose. The result proved our hypotheses, therefore we evidence the elements that base the phenomenon of the presentificação: the extreme desire for the other modifies its manifest percipient criterion and if by means of the clutch in the sphere of the speech. It has a writing of the presentificação that, in MAMPR, rests on the hybrid form of the letter-daily one. The speech of the presentificação searchs to neutralize the absence of the loved being preventing to communicate in the distance space and secular it enters the interlocutors through the procedure of the clutch. Finally, in the scope of the perception, the citizen suffers alteration in its percipient capacities, come to hallucinate or to imagine the being loved that is absent. In this way, they act the passional, percipient and enunciative dimension jointly of the citizen of the presentificação in the construction of a world where the relations human beings can be daily and true. / Este trabalho consiste na leitura crítica de Meu amigo Marcel Proust Romance (1995), de Judith Grossmann, e na análise do fenômeno da presentificação, tomando-a como uma semiose em que o desejo, a percepção e o discurso estão imbricados em uma nova relação epistemológica. Assim sendo, o sujeito da semiose da presentificação vem a possuir tripla natureza: sujeito patêmico do desejo, sujeito perceptivo da cognição e sujeito enunciativo do discurso. O objetivo desse trabalho é sistematizar e encontrar os elementos patêmicos, perceptivos e enunciativos que fundamentam a presentificação. Para argumentar em favor dessa semiose optou-se por estabelecer diálogo entre várias teorias estéticas e filosóficas em torno do tema da representação, sob o ponto de vista da semiose da presentificação. Houve por bem empreendermos a comparação entre a obra Meu amigo Marcel Proust Romance e outros textos literários que pudessem apresentar modalidades diferenciadas dessa semiose. O resultado comprovou nossas hipóteses, pois constatamos os elementos que fundamentam o fenômeno da presentificação: o desejo excessivo pelo outro altera seu critério perceptivo e se manifesta por meio da embreagem na esfera do discurso. Há uma escritura da presentificação que, em Meu amigo Marcel Proust Romance, repousa sobre a forma híbrida da carta-diário. O discurso da presentificação busca neutralizar a ausência do ser amado evitando comunicar a distância espacial e temporal entre os interlocutores através do procedimento da embreagem. Por fim, no âmbito da percepção, o sujeito sofre alteração em suas capacidades perceptivas, vindo a alucinar ou imaginar o ser amado que está ausente. Dessa maneira, atuam conjuntamente a dimensão passional, perceptiva e enunciativa do sujeito da presentificação na construção de um mundo onde as relações humanas podem ser cotidianas e verdadeiras.

Orientador: Adenil Alfeu Domingos / Banca: Linda Bulik / Banca: Luciano Guimarães / Resumo: Esta pesquisa relaciona a Lógica do Universo físico que há bilhões de anos antes de Peirce conceber sua Lógica Semiótica, já a praticava em sua evolução triádica através da afecção em primeiridade, do movimento em secundidade e expansão em terceiridade. Assim, o Universo pratica uma macrocomunicação em nível profundo e, nesse processo de expansão, o novo sempre emerge do anterior em um processo semelhante à seleção das espécies darwiniana. Nesse sentido, a comunicação humana segue a mesma lógica semiósica, mediada pela ação sígnica das relações triádicas entre objeto/signo/interpretante que permeiam o Universo, aqui considerada como microcomunicações em nível de superfície. Portanto, a comunicação é uma ciência que deve unir um conjunto de idéias interligadas sobre a realidade do seu objeto, expressas em princípios metodológicos a posteriori, ao questionar a realidade do mundo. Através dos princípios teóricos, ela deve gerar o conhecimento da relação entre sujeito e os objetos desse processo. A Teoria do Protoplasma, que trata da expansão do córtex cerebral, da desordem que promove nova ordem e a mudança de hábito, são fatos ressaltados e evidenciados pela microbiologia e pela neurociência sobre o processo cognitivo humano. Portanto, seguindo a mesma Lógica, a semiose como modelo do ato comunicativo pressupõe as conexões entre mundo exterior e o mundo interior afetando a mente. Nesse sentido, a Teoria Matemática da Comunicação de Shannon e Weaver fundada na lógica, emerge naturalmente como base para suportar a interface sígnica e os processos comunicativos, que podem gerar um novo Diagrama da Teoria da Comunicação Natural Mediada Bidirecional e, em aplicação em ensino à distância torna-se multidirecional. / Abstract: This research relates to the Logic of the physical Universe that has already existing for billions of years ago before Peirce idealizing his Logics. In the sense the Universe has practiced in its triadics evolution through the affectivity in firstness, of the movement in secondness and expansion in thirdness. So, the Universe practices a macro-communication in a deep level and, in this expansion process, the new habit always emerges from the last one, in a similarity process as selection of the species by Darwin. In this way, the human communication follows the same logic (semiosis), mediated through the signical action of the triadics relations among object/sign/interpretant that permeate the Universe, here considered as micro-communications in surface level. Therefore, the communication is a science that should unite a group of interlinked ideas about the reality of its object, expresses in methodological principles to "a posteriori", when questioning about the world reality. Through the theoretical principles, the methodology have to create the knowledge of the relations between subject and the objects of that process. The Protoplasm Theory, that discuss the expansion of the cerebral cortex, from the disorder that promotes the new order and the change of habit. These facts are emphasized and evidenced by the microbiology and by the neurosciences on the human cognitive process. Then, following the same Logic, the semiosis as model of the communicative act presupposes the connections between external world and the interior world that affects the mind. In that sense, the Mathematical Theory of the Communication by Shannon and Weaver that is founded in the logic, emerges naturally as base to support the interface of the signs and the communicative processes, that can generate a new Diagram of the Theory of the Mediated Natural Communication Bidirectional, and e-learning application becomes in multidirectional diagram. / Mestre

Made available in DSpace on 2014-06-11T19:24:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-09-15Bitstream added on 2014-06-13T19:30:33Z : No. of bitstreams: 1 trentini_lno_me_bauru.pdf: 2051213 bytes, checksum: dcea4fb404ca7b18d27c2b8de916eda8 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa relaciona a Lógica do Universo físico que há bilhões de anos antes de Peirce conceber sua Lógica Semiótica, já a praticava em sua evolução triádica através da afecção em primeiridade, do movimento em secundidade e expansão em terceiridade. Assim, o Universo pratica uma macrocomunicação em nível profundo e, nesse processo de expansão, o novo sempre emerge do anterior em um processo semelhante à seleção das espécies darwiniana. Nesse sentido, a comunicação humana segue a mesma lógica semiósica, mediada pela ação sígnica das relações triádicas entre objeto/signo/interpretante que permeiam o Universo, aqui considerada como microcomunicações em nível de superfície. Portanto, a comunicação é uma ciência que deve unir um conjunto de idéias interligadas sobre a realidade do seu objeto, expressas em princípios metodológicos a posteriori, ao questionar a realidade do mundo. Através dos princípios teóricos, ela deve gerar o conhecimento da relação entre sujeito e os objetos desse processo. A Teoria do Protoplasma, que trata da expansão do córtex cerebral, da desordem que promove nova ordem e a mudança de hábito, são fatos ressaltados e evidenciados pela microbiologia e pela neurociência sobre o processo cognitivo humano. Portanto, seguindo a mesma Lógica, a semiose como modelo do ato comunicativo pressupõe as conexões entre mundo exterior e o mundo interior afetando a mente. Nesse sentido, a Teoria Matemática da Comunicação de Shannon e Weaver fundada na lógica, emerge naturalmente como base para suportar a interface sígnica e os processos comunicativos, que podem gerar um novo Diagrama da Teoria da Comunicação Natural Mediada Bidirecional e, em aplicação em ensino à distância torna-se multidirecional. / This research relates to the Logic of the physical Universe that has already existing for billions of years ago before Peirce idealizing his Logics. In the sense the Universe has practiced in its triadics evolution through the affectivity in firstness, of the movement in secondness and expansion in thirdness. So, the Universe practices a macro-communication in a deep level and, in this expansion process, the new habit always emerges from the last one, in a similarity process as selection of the species by Darwin. In this way, the human communication follows the same logic (semiosis), mediated through the signical action of the triadics relations among object/sign/interpretant that permeate the Universe, here considered as micro-communications in surface level. Therefore, the communication is a science that should unite a group of interlinked ideas about the reality of its object, expresses in methodological principles to a posteriori, when questioning about the world reality. Through the theoretical principles, the methodology have to create the knowledge of the relations between subject and the objects of that process. The Protoplasm Theory, that discuss the expansion of the cerebral cortex, from the disorder that promotes the new order and the change of habit. These facts are emphasized and evidenced by the microbiology and by the neurosciences on the human cognitive process. Then, following the same Logic, the semiosis as model of the communicative act presupposes the connections between external world and the interior world that affects the mind. In that sense, the Mathematical Theory of the Communication by Shannon and Weaver that is founded in the logic, emerges naturally as base to support the interface of the signs and the communicative processes, that can generate a new Diagram of the Theory of the Mediated Natural Communication Bidirectional, and e-learning application becomes in multidirectional diagram.

A interação humana sempre esteve baseada na capacidade de produzir comunicação por meio de signos. Os signos, por sua vez, constituem os diversos textos de cultura, sejam de forma verbal, visual, verbo visual ou audiovisual. O objetivo deste trabalho foi demonstrar que todos esses são resultado da relação direta entre homem e meio ambiente terrestre, a partir de um ponto de vista fenomenológico e semiótico, o que leva à produção de cultura e seus textos. Especificamente sobre a imagem como processo semiótico, entende-se que esta refere-se não somente a imagens visuais produzidas e permitidas por meio da luz natural ou artifical mas, também e principalmente, a imagens encaradas como processos mentais e comunicacionais resultados de diagramação semiótica a partir da informação disponível no meio ambiente terrestre. Isso explica as transfigurações da imagem humana manifestas desde personagens audiovisuais às personas e avatares digitais em ambientes de inteligência artificial. Por isso, o método empregado aqui para entender esses processos foi resgatar antigas práticas culturais, comparando-as com outras mais atuais, sempre à luz de teorias semióticas e daquelas que envolvem a percepção humana como a fenomenologia, por exemplo. Esse foi o percurso para se entender como as informações disponíveis no ambiente propiciam o funcionamento biopsíquico humano em seu processo de tradução sígnica, em diferentes contextos da atuação humana, a exemplo do que tem ocorrido nos meios audiovisuais pela manipulação da imagem do corpo humano. Desde que procurou dominar suas formas de comunicação, o homem tem aprendido e proposto novos métodos que visam possibilitar a sua expressão e intenção. O resultado dessa pesquisa mostra que parece ter feito isso a partir de sua relação com quatro grandezas fenomenológicas disponíveis no ambiente terrestre: a luz, as interfaces, as superfícies e os materiais. Essas ganharam destaque no que se refere à criação de modelos biopsíquicos comunicacionais humanos, a exemplo dos sete textos de cultura apresentados e estudados neste trabalho: a Metoposcopia, a Frenologia, a Morfopsicologia, a Fisiognomonia, a Astrologia, a Cosmologia Xamânica e o Visagismo. Tais produtos culturais permitem ao homem manipular signos da comunicação, principalmente no que se refere às muitas formas em que a imagem humana, assumida como processo semiótico, tem sido manipulada para determinados fins específicos, e isso pode ser comprovado desde o surgimento da fotografia e do cinema, por exemplo. Mesmo antes dessas tecnologias, o homem conseguiu manipular sua imagem semiótica a fim de entender e explicar a existência humana com todas as suas implicações, a exemplo da criação do Mapeamento Astrológico e, mais recentemente, do Mapeamento Cosmológico Xamânico. Esses dois produtos de cultura, juntamente com os outros cinco já citados, fornecem evidências da capacidade humana em produzir significação e comunicação, a partir dos fenômenos e informações disponíveis em ambiente terrestre, projetando aquilo que entende por imagem humana, em todas as suas dimensões, como o que tem acontecido atualmente pela humanização de ambientes virtuais e digitais, frutos da inteligência artificial, por meio da criação de Personas e Avatares. / Human interaction has always been based on the ability to produce communication through signs. The signs, in turn, constitute the various cultural texts, whether verbal, visual, verbovisual or audiovisual. The objective of this work was to demonstrate that all these are the result of the direct relationship between man and the terrestrial environment, from a phenomenological and semiotic point of view, which leads to the production of culture and its texts. Specifically about the image as a semiotic process, it is understood that it refers not only to visual images produced and allowed by means of natural or artificial light, but also and mainly, to images regarded as mental processes and communicational results of semiotic diagramming from the information available in the terrestrial environment. This explains the transfigurations of the human image manifested from audiovisual characters to personas and digital avatars in artificial intelligence environments. Therefore, the method used here to understand these processes was to rescue old cultural practices, comparing them with more current ones, always in the light of semiotic theories and those that involve human perception like phenomenology, for example. This was the course to understand how the information available in the environment propitiates the human biopsychic functioning in its process of sign translation, in different contexts of human performance, such as what has occurred in the audiovisual media by manipulating the image of the human body. Since he has sought to dominate his forms of communication, man has learned and proposed new methods to enable his expression and intention. The result of this research shows that man seems to have done so from his relation with four phenomenological events available in the terrestrial environment: light, interfaces, surfaces and materials. These have gained prominence in the creation of human communicational biopsychic models, such as what has occurred through the seven culture texts presented and studied in this work: Metoposcopy, Phrenology, Morphopsychology, Physiognomy, Astrology, Shamanic Cosmology and Visagism. Such cultural products allow man to manipulate communicational signs, especially in regard to the many ways in which the human image, assumed here as a semiotic process, has been manipulated for certain specific purposes, and this can be proven since the beginning of photography and cinema, for example. Nevertheless, even before these technologies, man was able to manipulate his semiotic image in order to understand and explain human existence with all its implications, such as the creation of the Astrological Mapping and, more recently, the Shamanic Cosmological Mapping. These two culture products, along with the other five already cited, provide evidence of the human capacity to produce meaning and communication, from the phenomena and information available in the terrestrial environment, projecting what he understands by human image, in all its dimensions, such as what has happened today by the humanization of virtual and digital environments, fruits of artificial intelligence, through the creation of Personas and Avatars.

La thèse propose une étude de l’expérience du patrimoine et de sa médiation à travers les publicités touristiques du territoire. Ces dernières actualisent la totalité du système « territoire-patrimoine-acteurs » et le mécanisme trinitaire qui fait du territoire un construit. Elles traduisent ainsi les regards croisés des touristes ( l’étranger), des locaux (l’indigène ) et du terroir, leurs logiques d’acteurs, d’authenticité, d’identité et d’imaginaire et les processus touristiques et culturels qui les accompagnent en termes de réenchantement, de réappropriation et de représentations. L’étude de l’expérience du patrimoine se déploie en trois temps. Le premier dessine les prolégomènes de l’analyse. Il étudie dans une perspective systémique, soutenue par la méthode des études de cas, le cadre territorial et touristique de l’expérience du patrimoine. La capacité du patrimoine à « faire monde » et à faire sens, à travers les stratégies de développement et de communication touristique territoriale, constitue le cadre premier de l’expérience. Le deuxième temps envisage de manière théorique et pratique à travers un corpus de visuels le cadre publicitaire de l’expérience du patrimoine. Cette partie s’appuie notamment sur une vision ontologique de l’expérience à « l’intersection de l’esthésique, de l’esthétique et de l’éthique » pour analyser le rôle du patrimoine dans un système d’objets et d’échanges contenus dans des images spécifiques, et dans le contexte de la sémiose des territoires. Le troisième temps étudie l’expérience patrimoniale du cadre des publicités touristiques territoriales. Les démarches empiriques menées sont organisées, dans le prolongement de l’analyse du cadre, par les trois catégories qui selon Peirce structurent l’expérience humaine : éprouver le patrimoine (priméité), faire l’expérience du choix avec le patrimoine (secondéité), percevoir la contribution du patrimoine à la construction identitaire de l’image dans le cadre d’une expérience congruente ou partagée des valeurs (tiercéité). / The thesis proposes a study of the overall experience of heritage through tourism advertising of territories. They actualise the system "territory-heritage actors", the Trinitarian mechanism and the territory as a "constructed". Therefore, they reflect the viewpoints of tourists ("foreign"), local ("native") and the "terroir", their logics of actors, the authenticity, the identity and the imagination and the tourist and cultural processes that accompany them in terms of "re-enchantment, reappropriation and representations". The study of the heritage experience unfolds in three stages. The first step describes the prolegomena of the analysis. It deals in a systemic perspective, supported by the case study method, the territorial and touristic aspect of the experience of heritage. The capacity of the heritage to "make worlds" and to make sense, through the development strategies and territorial tourism communication is the first part of the experiment. The second stage deals a part of the heritage experience from a theoretical and practical point of vue through a visual corpus of advertising . This part is based mainly on the ontological vision of the experience at "the intersection of the aesthesic, the aesthetics and the ethics" , concepts developed by J.J. Boutaud and E. Véron (2007) to analyze the role of Heritage in a system of objects and exchanges activated in specific images, and in a particular context, semiose of territories. The third stage analyzes the heritage experience of the framework of territorial tourism advertisements. The conducted empirical approaches are organized in the framework of the extension of the analysis by the three categories according to Peirce structure of human experience : taste the heritage (firstness), experiment the choice with the heritage (secondness), understand Heritage's contribution to building the identity into the image in the context of a shared experience or congruent values (thirdness).

This thesis focuses on the basic delimiting of the issue of play within the framework C. S. Peirce's semiotics. Its objective is to expound and explicate the role of the phenomena of play in Peirce's philosophy using selected Peirce's texts and secondary literature, whereas our main starting-point is Peirce's identification of play with the inferential form of abduction. As such play is connected to Peirce's theories of sign and inference, as well as to the concepts of synechism, evolutionary cosmology and pragmatism. This finding sets Peirce's theory of inference within critical logic as one of the key themes of the thesis. In relation to this finding we give a basic explanation of Peirce's phaneroscopy and speculative grammar which in dependency on Peirce's classification of sciences set the ground for our analysis of play as a process of inference as well as a significant function. Within the framework of critical logic we focus primarily on abduction, especially on the question of the validity of abduction as a form of logical reasoning as well as on Peirce's transition from understanding different forms of inference as separate processes to understanding them as a continuous and interdependent whole of the scientific method. We develop Peirce's brief conception of play through an excursion...

Diploma thesis deals with semiotics of advertising media campaigns of sport clubs AC Sparta Praha and HC Sparta Praha in the season 2013/2014. Both of the clubs celebrated an anniversary this season: AC Sparta Praha celebrated 120 years since its foundation, HC Sparta Praha celebrated 110 years. That was a reason why media campaigns were intensive and referred to the glorious history of the clubs. The Diploma thesis research is focused on meanings encoded into the campaigns and attempts to find out which verbal and non-verbal signs create the term "Sparta". The Author tries to find out if there is the same semiotic base for both clubs which operate with the same name and elementary signs. Diploma thesis defines contemporary "myth of Sparta" in Czech sport area. Theoretical part occupies with contemporary status of sport in the society, analytical part deals with the media campaigns of both clubs from semiotic perspective.

In this Master's thesis, I attempt to capture the disparate semiosis of two musical genres - a traditional opera, Rusalka, which has a unique position in Czech national music, and a musical of the same name. On the basis of theoretical findings from semiotics as a science, from the approaches of F. de Saussure, C. S. Peirce and R. Barthes, and by means of semiotic analysis, the thesis unravels semantic elements that are specific for theatrical art. Attention is directed at the symbol as a major tool for semiosis and the classification of symbols on the basis of Peirce's three ontological categories. The analysis focuses on decoding the semiotic systems used in the two genres (the libretto, the music, the characters, the story, and the technical and symbolic means that are employed). The analysis also deals with the question of intertextuality and the ideological background of the text, and attempts in this way to compare the differences and/or the similarities of diverse semiotic codes of the same class, and to capture their originality and specificity. At the same time, the thesis is focused on the dominant semiotic code of the two genres. This is, on the one hand, determined by the systemic distinctions between opera and musical theatre, while, on the other hand, it is primarily predetermined by...

Made available in DSpace on 2016-04-26T18:11:38Z (GMT). No. of bitstreams: 1 MIRNA FEITOZA PEREIRA.pdf: 11886866 bytes, checksum: 8faa6de3a608af4f84e5bbcbb3627772 (MD5) Previous issue date: 2005-10-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis aims to understand how children communicate with the languages of entertainment, particularly games and cartoons, as a knowledge-generating process. Facing this challenge, the concept of semiosis was used to guide the investigation, given that it describes an intelligent action that involves processes of interpretation, thought, knowledge. Under this course of action, the relationship between the children and the languages in question was defined as en ecology of communication, mediated by sign processes, in which three highly heterogeneous semiotic systems play a part, namely the biological human systems (the children), the technological systems (the media supports) and the entertainment systems (cartoons and games). Immersed in the sign processes of this ecology, which is engrossed within the semiosphere, the child learns the codes for different languages available in her environment, working through her demands of language elaboration. In this context, the signs the child sends back into the world, in her communication, represent the knowledge she acquires through participating in this ecology. The analysis aim to understand both the semiotic experience the child undergoes in this environment, and the signs she or he sends back into the world in the communication process. This theoretical perspective was build with the help of a framework of concepts founded upon Charles Sanders Peirce s general semiotic, on the cultural semiotic of the Tartu-Moscow School, particularly the concept of semiosphere as proposed by Iúri Mikhailovich Lótman, on the ecosemiotics based on the formulations proposed by Winfried Nöth and Kalevi Kull, as well as on the concept of communication proposed by cybernetics via Norbert Wiener. The hypothesis, arguments and analysis were drawn from observations based on the field research of children of different ages, in the cities of São Paulo, Rio de Janeiro and Manaus, at their homes, favoring the environment in which takes place, most of the times, their communication with the languages in question / Esta tese volta-se a compreender a comunicação da criança com as linguagens do entretenimento, com ênfase nos games e nos desenhos animados, como processo de conhecimento. Frente a esse desafio, o conceito de semiose serviu como guia para direcionar a investigação, uma vez que designa uma ação inteligente que compreende processos de interpretação, pensamento, conhecimento. Seguindo esta orientação, definiu-se a relação da criança com as linguagens em questão como uma ecologia da comunicação mediada por processos sígnicos, da qual participam três sistemas semióticos altamente heterogêneos, a saber, sistemas biológicos humanos (crianças), sistemas tecnológicos (suportes das mídias) e sistemas do entretenimento (desenhos animados e games). Ao mergulhar nos processos sígnicos dessa ecologia, que funciona imersa na semiosfera, a criança alfabetiza-se nos códigos das linguagens disponíveis no ambiente, trabalhando suas demandas de elaboração de linguagem. Neste contexto, são os signos que a criança devolve para o mundo, em sua produção de comunicação, que representam os conhecimentos que ela adquire ao participar dessa ecologia. As análises buscam explicitar tanto a experiência semiótica que a criança desenvolve nesse ambiente, quanto os signos que ela devolve para o mundo em sua produção de comunicação. Esta perspectiva teórica foi construída a partir de um conjunto de concepções fundadas na semiótica geral de Charles Sanders Peirce, na semiótica da cultura da Escola de Tártu-Moscou, com ênfase no conceito de semiosfera de Iúri Mikhailovich Lótman, assim como na ecossemiótica, a partir das formulações de Winfried Nöth e Kalevi Kull, bem como no conceito de comunicação da cibernética, conforme Norbert Wiener. As hipóteses, os argumentos e as análises foram desenvolvidos a partir de observações de campo feitas com crianças de diferentes idades, nas cidades de São Paulo, Rio de Janeiro e Manaus, em suas casas, privilegiando o ambiente em que se dá, via de regra, a comunicação infantil com as linguagens em questão