Orientador: Edmundo Antonio Peggion / Banca: Antônio Alberto Brunetta / Banca: Renata Medeiros Paoliello / Resumo: O caminho da construção do discurso sobre desaparecimento político, em cada comissão oficial, é uma forma de elaborar uma memória nacional. Uma memória que pode integrar ou esquecer muitos grupos diferentes. Entender a definição estatal atual e pretérita sobre os desaparecidos, permite entender como o Estado produz os desaparecidos e mortos políticos. A reelaboração dos discursos sobre os desaparecidos deriva de diversos conflitos sociais que permeiam a discussão da memória e do lembrar e esquecer. Essa pesquisa busca desenvolver como a memória é veiculada nos diversos documentos e como se pode ler as suas mudanças no decorrer dos anos a fim de contar uma determinada história. É também na maneira de contar a história que pode aperfeiçoar os direitos políticos e civis na democracia. Os documentos, aqui, analisados são produzidos por civis, familiares de pessoas mortas e desaparecidas políticas, e, posteriormente, pela Casa Civil da Presidência. Sendo eles: Brasil: Nunca Mais (1985), Dossiê dos mortos e desaparecidos políticos de 1964 (1995), Lei 9.140/95 (1995), Livro-Relatório da CEMDP (2007), Lei 12.528/2011 (2011), Relatório Final da CNV (2014). Para ler estes documentos, as interpretações de M. Foucault (2005) quanto a elaboração da verdade pelo documento e pelo inquérito, base do sistema jurídico atual, são essenciais. Assim como as interpretações de J. Le Goff (1991) sobre a elaboração e a falta de inocência dos documentos e, de A. Assmann (2014) e J. Assmann (2008) sobr... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The way of constructing the discourse on political disappearance, in each official commission, is a way of elaborating a national memory. A memory that can integrate or forget many different groups. Understanding the present and past state definition of the disappeared allows us to understand how the state produces the disappeared and the political dead. The reelaboration of the discourses on the disappeared derives from diverse social conflicts that permeate the discussion of memory and remember and forget. This research seeks to develop how memory is conveyed in the various documents and how one can read its changes over the years in order to tell history. It is the way of telling the history that can improve political and civil rights in democracy. The documents analyzed here are produced by civilians, relatives of political dead and missing people, and later, by the Civil House of the Presidency. They are: Brasil: Nunca Mais (1985), Dossiê dos mortos e desaparecidos políticos de 1964 (1995), Lei 9.140/95 (1995), Livro-Relatório da CEMDP (2007), Lei 12.528/2011 (2011), Relatório Final da CNV (2014). To read these documents, the interpretations of M. Foucault (2005) regarding the elaboration of the truth by documents and the inquiry, the basis of the current legal system, are essential. As well as the interpretations of J. Le Goff (1991) on the elaboration - and lack of innocence - of the documents, and A. Assmann's (2014) and J. Assmann's (2008) differentiation of dimensions of the memory, within the family and within the nation. With this theoretical-methodological framework, the reading unfolds in order to search for the ways the disappeared are portrayed through the time, leaving "disappeared" martyrs (ARQUIDIOCESE DE SÃO PAULO, 1985)... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-05-11Bitstream added on 2014-06-13T19:11:39Z : No. of bitstreams: 1 marquesdossantos_b_me_bauru.pdf: 1787787 bytes, checksum: b6d9cf4054d60ad0609c1b7447eb8b59 (MD5) / Instituto Nacional de Estudos e Pesquisas Educacionais (INEP) / Na condição de professor iniciante e pesquisador, procurei identificar os elmentos que influenciaram minha recontextualização da abordagem educacional Aprendizagem Baseada em Problemas utilizando como referencial teórico o conceito de discurso pedagógico de Bernstein (2003b). Tal teoria é muito utilizada em trabalhos sobre políticas curriculares, apontando que estas são modificadas, selecionadas e adaptadas quando passam de seu campo de produção para o campo da reprodução, respeitando valores, ideologias e interesses deste último. Trazê-la pata a investigação sobre a própria prática significa acreditar que o professor possui uma estrutura interna própria, a qual orienta as modificações e adaptações que faz dos diversos discursos que chegam até ele, por exemplo, o currículo, o livro didático, teorias educacionais, metodologias de ensino e orientações diversas que recebe de órgãos oficiais com o a Secretaria de Educação. Para entender esse processo de recontextualização revisei minha trajetória na educação marcando como ponto inicial o término da licenciatura em Física em 2007 finalizando com o ingresso no mestrado em 2010. Assim, relacionei minhas as ações em sala de aula do início de 2011 com valores dos campos os quais já fiz parte, incluindo o próprio contexto da escola, pois não me afastei do cargo de professor efetivo de Fisica para realizar o mestrado. Esta é uma pesquisa qualitativa que ressaltou a importância da Formação Inicial na consolidação de elementos que regularam minha prática docente como a importância da interação professor-aluno mediada pelo diálogo, à elaboração de planos de aula flexíveis que podem ser mofidicados de acordo com as necessidades particulares da turma, a importância de observar as interações entre os alunos para... / In the condition of beginning teacher and researcher, I sought to identify the factors that influenced my recontextuaklization of Problem-based learning using the theoretical concept of Bernstein's Pedagogic Discourse (2003b). This theory is widely used in work on curricular policies, pointing out that these are modified, selected and adapted when moving from its field of production for the field of reproduction, respecting values, ideologies and interest of the latter. Bring it to research on their own practice is to believe that the teacher has an internal structure itself, which directs the modifications and adaptations that make the various speeches that coming to him, for example, curriculum, textbooks, educational theories, teaching methodologies and guidance it receives from various official bodies such as the Secretary of Education. To understand this process of recontextualization reviewed my career in education and as a starting point the end of the graduation in Physics in 2007, ending with thw entry into Master's Degree in 2010. So, I connected my actions in the classroom in early 2011 with values of the fields which I have done part, including the proper context of the school, because I have not departed from his professorship to perform the search. This is a qualitative research that highlighted the importance of initial teacher education in the consolidation of elements that regulated my teaching practice like the importance of interaction between teacher-student mediated by the dialoque, the development of flexibe lesson plans that can be modified according to particular needs of the class, the importance of observing the interactions between students to interfere in their disposition in the classroom. As a beginning teacher, I recognize the influence of school context in my ... (Complete abstract click electronic access below)

Skills such as identifying evidence, evaluating the credibility of information sources, analyzing complex historical and geopolitical issues from multiple perspectives, asking good questions, and forming and articulating a point of view are useful for succeeding in school and in life. Speech and debate training can help students learn and practice these skills and is widely available in many independent elementary and middle schools, yet it is generally not available in public elementary and middle schools. There has been virtually no research on this topic. The purpose of this study, therefore, was to explore the perceptions of speech and debate professionals with respect to benefits, curriculum and pedagogy, feasibility, and acceptability concerning speech and debate programs in public primary schools. Using the snowball sampling technique, 25 speech and debate professionals in different parts of the speech and debate ecosystem and in different parts of the United States were identified and interviewed using a semi-structured qualitative approach. The findings indicated that speech and debate training supports health literacy and social-emotional development in students as early as elementary school by contributing to multiple aspects of “whole child” wellness, including through the promotion of identity development, mental health, psychological strengths, and life skills at essential periods of development. The findings underscored the importance of a culturally relevant pedagogical approach wherein students critically respond to, analyze, and interrogate larger social structural issues through the lens of their own cultural experiences and identities. Despite the consensus that nearly any educator can facilitate speech and debate instruction with limited training, there are several impediments to adoption and implementation, including time and school-community support. Speech and debate training requires many hours across multiple days to implement effectively. Gaining support across the curriculum from teachers and administrators was facilitated by these stakeholders having first-hand experience and observing positive outcomes for students. Policy and practice implications are proposed along with recommendations for future research relevant to increasing speech and debate programming in public elementary schools.

What are political thinkers doing with their words when they write a text, engage in a debate, or give a speech? We propose a "computational political theory", pairing recent breakthroughs in computational linguistics with the hermeneutic practices of intellectual history, as a set of tools for mapping out the political-discursive fields within which ideas circulate. We begin by showing, via a series of historical case studies, how a particular class of computational-linguistic algorithms called word embeddings are able to capture subtle differences in how authors employ certain contested terms (liberty, freedom, sovereignty, etc.) by explicitly modeling both the words and the contexts they're used in across a corpus of texts. We then demonstrate how the results of these embedding models can shed light on important questions in the history of political thought, by performing two in-depth studies of the origins and trajectories of Marxism from the 19th to the 20th century. In the first study, we use these models to trace the construction of Marx's thought out of the raw intellectual materials of 18th and early-19th century philosophy. We combine a new, comprehensive corpus of Marx's complete works from 1835 to 1883 ($N > 1200$) with a large sample ($N = 250$) of prominent 18th and early-19th century texts to measure conceptual distance between Marx's works and various schools of 19th-century thought (political economists, socialists, and Hegelian philosophers) over time. Two key breaks emerge in Marx's writings: (a) they become less Hegelian as he is exposed to Paris' brand of working-class-oriented socialism between 1843 and 1845, then (b) become more focused on issues of political economy over the remainder of his life in London, from 1849 onwards. Our second study turns from the origins to the illocutionary impacts of Marx's published works, assessing his influence on the broader socialist discourse of the 19th century using a corpus of \textit{post}-1850 socialist texts ($N = 200$). We find that Marx's semantic trajectory is mirrored, with a lag, by changes in the semantic trajectory of European socialist thought. This discourse shifts away from moralistic and Hegelian themes and towards a more positivistic political-economic vocabulary, especially after Marx's rise to public prominence in the wake of the 1871 Paris Commune. Our findings thus trace out, within the computationally-inferred ideological field of 19th-century socialist thought, how Marx's unique blend of German philosophy, French socialism, and British political economy defeated would-be competitors and established his thought as the default language of European socialism by the time of Engels' death in 1895. The dissertation thus demonstrates the utility of modern context-sensitive language models as tools for historical research, providing a framework for their use in developing, testing, and revising our understandings of key questions in the history of political thought.

Thesis (M.A.)--Baylor University, 2007. / Includes bibliographical references (p. 100-108).

Thesis (Ph. D.)--Yale University, 2002. / Includes bibliographical references (p. 215-222).

Thesis (Ph.D.) - University of St Andrews, May 2010.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

This thesis examines three case studies in presidential rhetoric in order to explore the genre of domestic crisis rhetoric as defined by Theodore O. Windt (1990). Windt (1986) notes the impressive scholarship on the rhetoric of war and international crises, but also laments the “neglect” of research into “equally significant speeches on domestic „crises,‟ especially those concerned with economic issues” (p. 104). Windt (1990) proposes a generic model that views domestic crisis rhetoric through a dialectic lens that explores how the discourse defines the president‟s policy and how it depicts the policy of the president‟s opponents. This study examines three of the most important presidential rhetorical texts on domestic issues of the last 50 years, each by a different president and each addressing a different domestic political issue – Barack Obama‟s September 9, 2009 address on health care reform, George W. Bush‟s September 19 and September 24, 2008 speeches on the financial crisis, and Lyndon Johnson‟s call for a “war on poverty” in his January 8, 1964 State of the Union address – with the goal of testing the generalizability of the genre across time and gaining a better understanding of how presidents respond to – and create – exigency through rhetoric. / Introduction and overview -- Literature review -- Method -- Barack Obama and health care reform -- George W. Bush and the financial crisis -- Lyndon Johnson and the "war on poverty" -- Conclusions. / Access to thesis permanently restricted to Ball State community only / Department of Communication Studies

Univ., Diplomarbeit--Salzburg, 2001.