This diploma thesis focuses on the concept of family in Czech society and on the media image in the series "Ulice". The aim of this thesis is to find the two concepts, then compare and contrast them. The research is qualitative, the used methods are content analysis and in-depth interview. The thesis begins with a theoretical part, where topics related to media constructions of reality, series "Ulice" and Czech family are explained. The theoretical part sets grounds for creating hypotheses. In the practical part, the last completed series of the series "Ulice" is analysed. The content of the viewed episodes is analysed using content analysis, followed by a verification of the hypotheses based on the theoretical part. A media image of family in the series "Ulice" is created based on the results of the content analysis. Subsequently, in-depth interviews are conducted with five Czech families, who are chosen intentionally. The concept of the Czech family in society is compiled based on the data from those interviews. Finally, the media picture of the Czech family in "Ulice" series and its concept in Czech society is compared, their similarities and differences are described. The key words are Czech family, TV show, "Ulice," media construction of reality, quality research, content analysis and...

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Submitted by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-29T19:05:55Z No. of bitstreams: 1 Tese final para Biblioteca em 08 04 2015.pdf: 1579777 bytes, checksum: 83e9ebef86e8672a10bcb2c01490007c (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-29T19:06:13Z (GMT) No. of bitstreams: 1 Tese final para Biblioteca em 08 04 2015.pdf: 1579777 bytes, checksum: 83e9ebef86e8672a10bcb2c01490007c (MD5) / Made available in DSpace on 2017-03-29T19:06:13Z (GMT). No. of bitstreams: 1 Tese final para Biblioteca em 08 04 2015.pdf: 1579777 bytes, checksum: 83e9ebef86e8672a10bcb2c01490007c (MD5) / A presente pesquisa surge de questionamentos a respeito da formação de novos gêneros textuais, a partir dos atuais suportes digitais, via internet. Em particular, chamou nossa atenção a construção dos referentes em fóruns de discussão educacionais em Educação a Distância (EAD), bem como sua formação como gênero textual potencialmente híbrido. Para explorar essas questões, verificamos, por meio do levantamento de cadeias referenciais/estratégias referenciais de cinco fóruns de discussão educacionais e de cinco edições de um programa de televisão, a hipótese de que haveria um hibridismo entre as modalidades oralidade/escrita nos fóruns de discussão em tela. Tal hipótese parte do pressuposto de que esse gênero se constrói na escrita, porém trazendo claras heranças de sua origem oral: os fóruns. O foco específico da análise, o estudo das cadeias referenciais nos fóruns de discussão, justifica-se pela tentativa de verificar o possível papel das estratégias na configuração desse hibridismo. A investigação foi conduzida com base em um quadro de estratégias referenciais, proposto em Simas (2009) e refinado, em suas unidades analíticas, para esta tese. O arcabouço teóricometodológico deste estudo apoia-se em dois eixos: o primeiro formado pelos construtos teóricos da Teoria da Referenciação (cf. RONCARATI 2010; RONCARATI; NEVES DA SILVA, 2006; NEVES DA SILVA 2002, 2007; KOCH 2002, 2004, 2006), oriunda da chamada Linguística Textual ou Linguística do Texto e o segundo pela Teoria dos Gêneros (cf. MARCUSCHI, 2005, 2010; HEMAIS; BIASI-RODRIGUES, 2005; BAHKTIN, 1979; BRONCKART 1999; SWALES, 1990, 1998, 2004). Os resultados atestaram que, tanto nos Fóruns como nas edições do programa televisivo aqui verificadas, as estratégias de referenciação mais comuns são a pronominalização com ou sem dêixis textual, a elipse e mecanismos implícitos de retomada, tais como metáfora, metonímia, meronímia e a anáfora associativa. Isso corrobora nossa hipótese acerca do hibridismo dos fóruns e de sua possível herança na modalidade oral, no que concerne à referenciação. Sendo assim, o presente estudo contribui para a compreensão da natureza híbrida e dinâmica dos gêneros digitais, cada vez mais presentes nas práticas discursivas cotidianas. / The present research arises from questions concerning the formation of genres at new digital on-line supports from the internet. Particularly, the construction of referents in on-line discussion educational foruns on distance education (EAD, in this work) has called our attention as a potentially hybrid genre (spoken / written). In order to explore these issues, we have investigated the referential stratagies used in five discussion educational foruns and five editions of a TV show and verified the hypothesis that there might be a hybridism of spoken and written modalities in the EAD foruns. This hypothesis arises from the presupposition that, altough this genre is realized in the written modality, it brings clear characteristics from its oral origins: the classical foruns. The specific focus of the analysis, which is the study of the referential chains in the online discussion educational foruns, is motivated by the observation of a possible role of these stratagies in the configuration of the hybridism. The analysis was carried out on the basis of a chart of referential strategies, which had been proposed in Simas (2009), and refined for the present research . The theoretical framework of this study is twofold: the main concepts of Referential Theory (cf. RONCARATI, 2010; RONCARATI; NEVES DA SILVA, 2006; NEVES DA SILVA, 2002, 2007; KOCH 2002, 2004, 2006), which emerge from Textual Linguistics, and Genre Theory (cf. MARCUSCHI 2005, 2010; HEMAIS; BIASI_RODRIGUES, 2005; BAHKTIN, 1979; BRONCKART, 1999; SWALES, 1990, 1998, 2004). The results have demonstrated that the foruns and the TV show have the same most frequent referential stratagies, such as pronouns, with or without deixis; ellipsis and implicit mecanisms such as metaphors, metonymy, meronymy and associative anaphor. These results seem to corroborate our hypothesis concerning the hybridism of digital genres, which are increasingly present in our daily discourse practices.