Made available in DSpace on 2015-05-14T12:43:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 596259 bytes, checksum: 0cdea032c6f63a8970b90bd45366dc40 (MD5) Previous issue date: 2009-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to describe how the process of acquisition of oral genre game rules occurs in children from pre-school focusing on the construction of textuality. To do so, we collected data from a classroom of Childhood Education, with children of 4 years old, that elaborate their oral texts. The events listed are developed within activities of a didactic sequence, whose main goal is the teaching of oral genre 'game rules'. For data analysis, we adopted the principles of textuality (cohesion, coherence, intentionality, acceptability, situationality, informativity and intertextuality) as well as the characteristics of the oral genre 'game rules'. In analyzing the data, we observed that the entrance of the child in the genre studied presentes evidences related to the principles of textuality, and the construction of this phenomenon is not equal for all children. Besides that, data point that, to learn the 'game rules', other oral genres come into play as intermediary instruments in this process. / Este trabalho busca descrever como o processo de aquisição do gênero oral regras de jogo ocorre em crianças do pré-escolar, centrando-se na construção da textualidade. Para tanto, foram coletados dados referentes a uma sala de aula da Educação Infantil, com crianças de 4 anos de idade, que constroem seus textos orais. Os eventos mencionados desenvolvem-se dentro de atividades de uma sequência didática, cujo principal objetivo consiste no ensino do gênero oral regras de jogo . Para a análise dos dados, adotamos os princípios de textualidade (coesão, coerência, intencionalidade, aceitabilidade, situacionalidade, informatividade e intertextualidade) assim como as características do gênero oral regras de jogo . Ao analisar os dados, foi possível verificar que o ingresso da criança no gênero em questão apresenta indícios relacionados aos princípios de textualidade, sendo que a construção desse fenômeno não é igual para todas as crianças e que, para aprender as regras de jogo , outros gêneros orais entram em cena como intermediadores desse processo.

Cette étude s’interroge sur la construction de la référence dans le genre discursif récit de voyage. Ce genre se signale en effet par une posture énonciative commune : les énonciateurs voyageurs,placés dans un contexte d’asymétrie entre langue et culture, ont à rendre compte derealia (espèces naturelles, artefacts, pratiques sociales) qui ne sont pas systématiquement lexicalisés dans leur langue, ou pour lesquels ils ne possèdent pas de compétence dénominative.Aussi présentent-ils souvent l’opération de référence comme problématique. Pour rendre compte de la manière dont les énonciateurs s’y prennent en contexte pour référer « malgré tout », la thèse analyse les procédures de nomination et de catégorisation des realia exotiques dans un corpus de récits de voyageurs français en Afrique noire durant la période coloniale. Elle met en place une sémantique discursive articulant les trois ordres de la langue, de la textualité et du discours. Le travail bâtit tout d’abord une typologie des formats de nomination exploités dans le corpus, et montre ainsi que les pratiques discursives de nomination sont adossées au système de la langue. Cette première procédure référentielle est complétée par des opérations séquentielles de délimitation des catégories ; on met en lumière les contraintes textuelles qui pèsent sur cette seconde procédure. On analyse ensuite les effets discursifs produits par l’utilisation de ces ressources linguistiques, en les articulant avec la dimension générique, les positionnement sénonciatifs et idéologiques. Les outils d’analyse construits sont enfin appliqués pour caractériser des exploitations discursives particulières dans deux textes contrastés du corpus. / The present study explores how reference is constructed in the discursive genre specifiedas travel narrative. A hallmark of the genre is a common posture towards the production of thetext where enunciator-travellers are placed in an asymmetric context between language and cultureand have to give an account of realia (natural species, artefacts, social practices) which are not systematically lexicalized in their own languages or for which they do not have naming competence. They thus tend to present referencing as problematic. In order to describe how incontext enunciators manage to reference “against all odds”, the present dissertation analysesnaming and categorization procedures of exotic realia in a corpus of travel accounts by Frenchtravellers to Black Africa in the colonial period. A discursive semantics is set up based on thepatterning of the three orders, language, textuality and discourse. The present work first builds upa typology of naming patterns implemented in the corpus and is able to show that discursivepractices concerned with naming rest on the language as a system. This first referencing procedureis followed by sequential operations to delimit categories; textual constraints on this secondprocedure are shown up. There follows the analysis of the discursive effects that result from theuse of such linguistic resources and this is done through articulation with the generic dimensionand the enunciative and ideological stances. Finally the analytic tools that have been devised areapplied to the characterization of specific discursive processes in two contrasting texts from thecorpus.

The problem of cultural violence against girls in Nigeria has been discussed at length. A number of scholars have conducted empirical studies, others developed theories and tools to be used in measuring and monitoring improvement on eliminating specific cultural practices. This scholarship is vitally important. They launch feminist and other anthropological works into an arena of anti-violence work which without a doubt have a significant impact and far-reaching repercussions for girls who experience violence in Nigeria. Yet, despite the systemic change over the past years, the problem of violence against girls in Africa, more specifically Nigeria, is still persistent within cultural communities. Building on the important foundational works of these authors, my dissertation analyses this problem from a different perspective. This thesis identifies several governance gaps within the Nigerian legal framework that needs to be addressed before existing legal mechanisms can adequately address the problem of violence against girls. To ensure a proper examination of the different dimensions and changing patterns of cultural violence against girls, the dissertation focuses on the practice of child marriages within Muslim communities in Northern Nigeria. The complexity of the issues addressed in this dissertation required a variety of theoretical tools to unpack the different fields of inquiry. The dissertation uses a critical legal studies and feminist framework in studying the problem of cultural violence against girls in Nigeria. It also uses textuality, a method of inquiry within Dorothy Smith’s feminist socio-legal methodology, to investigate the text-based organization of social policy in Nigeria to ultimately reveal a legal and political system used as an instrument for consolidating power and legitimizing anti-women principles as traditional values. Using these tools, the thesis analyzed the complexity of the problem of cultural violence through a focus on co-existing institutional frameworks, that is, formal and informal legal structures and the roles they play in shaping the experiences of girls within cultural communities.

Magister Artium - MA / The focus on space and spatiality is relatively new in literary studies and also not unproblematic. Problems arise from the way in which these concepts are constructed, described, defined and interpret~. It is possible to derive numerous kinds of space, such as historical space, physical space, metaphysical space and religious space, to name a few, from the structure or thematics of a novel. This in itself presents a problem, since the literary scholar must differentiate between these spaces in order to determine which will be most useful for study of a particular aspect. There does not seem to be a coherent theoretical position in literary scholar regarding space, and thus various views of theorists will be considered. Gullon (1975:21), in a seminal article on space entitled On Space in the Novel provides a possible definition of space, with reference to another seminal article, this time by Joseph Frank when he states that "Frank calls 'spatial' the form of those works that at a given instant in time concentrate actions that can be perceived, but not related, simultaneously". This definition denotes a further complication engendered by space, namely the notion that different spaces intersect and interrelate with each other, and consequently that it is very difficult - if not impossible - to separate the various kinds of literary spaces in order to analyse the occurrence of a single space in a text. It also seems bound to time, but in a sense bridges the temporal gaps in a novel since it brings together parts that are not necessarily adjacent to each other temporally. Time becomes spatialized by treating events in the novel as separate chunks which can be rearranged and linked to each other. 1bis creates a more coherent and comprehensive picture of events in a text. namely the notion that different spaces intersect and interrelate with each other, and consequently that it is very difficult - if not impossible - to separate the various kinds of literary spaces in order to analyse the occurrence of a single space in a text. The main point in this regard seems to be creating patterns. This brings together more elements for the reader to be viewed at once, allowing him or her to attain a broader perspective on the text.

Made available in DSpace on 2016-04-28T19:34:03Z (GMT). No. of bitstreams: 1 Maria Francisca Morais de Lima.pdf: 3869227 bytes, checksum: 108564ea7f7635be117a95366c0943d8 (MD5) Previous issue date: 2016-02-25 / The Understanding of texts that represent someone's opinions, as cartoons, requires the reader to develop contextual skills capable of generate meaning. So, this thesis discusses the importance of inferential process as a strategy of understanding the humor in political cartoon, taking as a basis the principles of textuality of Beaugrande and Dresller (1981) and inferential categorization framework prepared by Marcuschi (2012). The research's problem was to analyze inferential processes and their importance for critical analysis of texts of humor. To this end, the following objectives are -: analyze inferential procedures that contribute to the understanding of the humor in the cartoon; perform a theoretical path, not only about the first studies on laughter, but also about the perception of humor and its use as a social criticism; identify how the inferential process may contribute to the perception of constituted political criticism in cartoon gender . The study of inferential process for understanding cartoons is justified, since the reader, while reading a cartoon uses the inference to fill the gaps left towards sometimes on purpose by the author in the text. Such gaps are evidenced by the incongruity intentionally assigned by cartoonist. This thesis is divided into four chapters: the first three, presented a theoretical framework that buoyed the analysis of the research corpus consists of cartoons published on Acrítica newspaper opinion notebook from February to November 2013. As an analytical tool, picked up ten (10) cartoons of Myrria organized into five groups, considering the similarity of the issues presented. In the methodological field, it was chosen a phenomenological research method, whose premises will enable an understanding from the man of visions and world and content analysis. As standard understanding of the presented charges were used skills to locate and to infer implicit and explicit information in text and establishing the relationship between the significant resources and order effects, thus enabling the player, not only out of the surface of the text frame, but also be able to understand the relationships built in interdiscourse and intertext of cartoon texts / A compreensão de textos opinativos como a charge exige do leitor o desenvolvimento de habilidades contextuais capaz de gerar sentido. Para tanto, esta tese discute a importância do processo inferencial como estratégia de compreensão do humor na charge política, tomando como base de análise os princípios de textualidade de Beaugrande e Dresller (1981) e o quadro de categorização inferencial elaborado por Marcuschi (2012). O problema da pesquisa consistiu em analisar os processos inferenciais e sua importância para a análise crítica de textos de humor. Para tanto, elencaram-se os seguintes objetivos: analisar os procedimentos inferenciais que contribuem para a compreensão do humor presente na charge; realizar um trajeto teórico, não só a respeito dos primeiros estudos sobre o riso, como também a respeito da percepção de humor e sua utilização como aporte de crítica social; identificar como o processo inferencial pode contribuir para a percepção da crítica política constituída no gênero charge. O estudo do processo inferencial para a compreensão de charges se justifica, uma vez que o leitor, ao ler um texto chárgico, utiliza a inferência para preencher as lacunas de sentido deixadas, às vezes de propósito, pelo autor no texto. Tais lacunas são evidenciadas pela incongruência intencionalmente atribuída pelo chargista. Esta tese está dividida em quatro capítulos: nos três primeiros, apresentou-se um aporte teórico que balizou a análise do Corpus da pesquisa constituído por charges publicadas no caderno de opinião do jornal Acrítica no período de fevereiro a novembro de 2013. Como instrumento de análise, escolheram-se dez (10) charges de Myrria, organizadas em cinco grupos, considerando a similaridade dos assuntos apresentados. No campo metodológico, optou-se como método de investigação a fenomenologia, cujos pressupostos permitem realizar uma compreensão a partir das visões de homem e de mundo e a análise de conteúdo. Como padrão de compreensão das charges apresentadas, foram utilizadas as habilidades de localizar e inferir informações explícitas e implícitas no texto e o estabelecimento de relação entre os recursos expressivos e efeitos de sentido, possibilitando assim ao leitor, não só sair da estrutura superficial do texto, como também ser capaz de perceber as relações construídas no interdiscurso e no intertexto dos textos chárgicos

Made available in DSpace on 2016-04-28T19:34:11Z (GMT). No. of bitstreams: 1 Elaine C A Santos.pdf: 1011287 bytes, checksum: 0b7093fdb0e0cec0eedab4d79dfcd8c6 (MD5) Previous issue date: 2007-05-04 / This dissertation aims to develop writing skills by following teaching steps. For this research, the subjects were senior high school students of a state school in Lorena SP, for approximately two months. As a theoretical foundation, for the concept of text and textuality, the basis relied in Beaugrande and Dressler (1981) and Koch (1989, 1993, 2000, 1997, 2003, 2004). Concerning the strategic development, the model adopted was Kintsch and Van Dijk (1983) and Van Dijk (1977, 2002). The text planning was founded in Serafini (2004) and, finally, the corpus analysis was based in Siqueira (1997) and Costa Val (1994). This work intends to contribute for a writing methodology teaching, for according to evaluating observations made public in the results of evaluation systems such as Saresp, ENEM AND Vestibular, the students exhibit a strong lack of writing skills. This work deals with the standpoint that the difficult presented is due to the artificial conditions of production, that is, there is a lack of ability in planning the text. Thus, in this work the conception of the text was made from a procedural view, the necessary operations for the text production are taken in account / Esta dissertação tem por objetivo desenvolver habilidades de escrita por meio de um ensino por etapas. Para a realização dessa pesquisa, trabalhamos com alunos do último ano do ensino médio de uma escola estadual de Lorena, durante aproximadamente dois meses. Como construto teórico, para o conceito de texto e textualidade, baseamo-nos nas pesquisas de Beaugrande e Dressler (1981) e Koch (1989, 1993, 2000, 1997, 2003, 2004). No que se refere ao processamento estratégico, adotamos o modelo de Kintsch e Van Dijk (1983) e Van Dijk (1977, 2002). Para o planejamento do texto, apoiamo-nos em Serafini (2004) e, por fim, para análise do corpus, baseamo-nos em Siqueira (1997) e Costa Val (1994). O trabalho em questão pretende contribuir para uma metodologia do ensino de redação, visto que segundo observações avaliativas divulgadas nos resultados de sistemas de avaliação tais como Saresp, ENEM, vestibular, os alunos apresentam dificuldades para escrever. Nossa hipótese é que os alunos têm dificuldades para escrever devido às condições artificiais de produção, ou seja, devido à falta de habilidade para planejar o texto. Desse modo, neste trabalho concebemos o texto por uma ótica procedural, ou seja, interessam-nos as operações necessárias (etapas) para a produção textual

Made available in DSpace on 2016-04-28T19:34:25Z (GMT). No. of bitstreams: 1 Eunice Aparecida de Aguiar.pdf: 3240081 bytes, checksum: ea5c18f6e62d8d801f8c842d9d1700f1 (MD5) Previous issue date: 2008-05-05 / Secretaria da Educação do Estado de São Paulo / The research documented in this Dissertation is linked to the research line History and Description of the Portuguese Language, of the Post-Graduate Studies in Portuguese Language Program/PUCSP, and describes the use of lexical and grammatical resources that, associated to image, are responsible for the investment of the discursive textuality inserted in the records of advertising texts. Grounded in the Textual Linguistics of the interactive socio-cognitive branch, the general purpose of the investigation was restricted to the search of knowledge capable of enabling the knowledge and command of the proficient use of these resources which are responsible for the reconstruction, re-categorization of the models of representation of "things" in the business world, configured by a way of talking that is capable of assuring the functioning of these texts as a support of the world of sales and purchases of manufactured products. This purpose was developed in three specific purposes by means of which it was possible to develop and organize each one of the chapters of the research. The first one s main topic was the study of the contents condensed by predications of the vocabulary ground of the term communication in order to differentiate it as a means of transmitting signs and interactive actions amongst human beings, aiming at transmitting new information, new world knowledge. The bibliographic review of discoveries and inventions is the ground and support of distance communication, and it is owed to techno-science the invention of instruments capable of enhancing the transmission means that, today, work as support of the organization of the modern social-cultural formations. It was also possible to consider that the materiality of the human communications has always carried the hybridism of signals systems as resources to materialize their world representations and speech manners. The second chapter is turned to records of theoretical grounds that enabled the development and organization of an analytical procedure, by means of which it was possible to consider the different production strategies that are responsible for the selection, organization and combination of these hybrid resources that allow building, by means of words-image, a new version of the world, representing and saying this new world, whose focus is on products of an industry that aims at standardization. In this manner, the function of the advertisement speech is to produce texts capable of creating differences where there is only similarities, and, for that, the producer makes use of different strategies: a) cognitive: supported by projections, identities and transfers; b) discursive textual: supported by the creation of a dreamy scenario, humanized produced by photographic assembly, regained by intertextuality and interdiscursivity strategies, in which hiding the author of the text itself is predominant - in it, the voice of the artisan-artist is an echo of the voice of the industry owner and the elements that are responsible for the manufacture of the products, given the similarity that exists amongst them all. These blanks ensure the attribution of magical properties to the products, stated by a means of saying where they are objects of dreams and desires turning into reality and, for that, it is only necessary to know how to select them amongst their similar products, do that the reader becomes a healthy, happy, man This magic from word image is supported by reframing strategies that build the duplicity of reality, by means of an intersection spot with collectivity. For that, the producer makes use of resources from both codification systems to present, describe, compare, explain and guide his choices of purchases. Therefore, these resources are employed in order to build magic representations supported by arguments, whose ground is the analogy / A pesquisa registrada nesta Dissertação está vinculada à linha de pesquisa História e Descrição da Língua Portuguesa, do Programa de Estudos Pós-Graduados em Língua Portuguesa/PUCSP, e tematiza o uso de recursos léxico-gramaticais que, associados à imagem, respondem pelo investimento da textualidade discursiva inscrita nos registros de textos de propagandas. Fundamentada na Lingüística Textual da vertente sócio-cognitivointerativa, o objetivo geral da investigação circunscreveu-se à busca de conhecimentos capazes de facultar o conhecimento e domínio do uso proficiente desses recursos que respondem pela reconstrução, recategorização dos modelos de representação das coisas no mundo dos negócios, configurados por um modo de dizer capaz de assegurar o funcionamento desses textos como suporte do mundo de vendas e compras de produtos industrializados. Esse objetivo foi desdobrado em três objetivos específicos por meio dos quais se buscou desenvolver e organizar cada um dos capítulos da pesquisa. O primeiro teve por ponto de partida o estudo dos conteúdos condensados por predicações da base vocabular do termo comunicação para diferenciá-la como meio de transmissão de sinais e ações interativas entre os humanos, com vistas a transmitir novas informações, novos conhecimentos de mundo. A revisão bibliográfica de descobertas e inventos que qualificam a Civilização do Oral e da Escrita possibilitou considerar que a escrita se faz fundamento e fundação da comunicação a distância, devendo-se à técno-ciência a invenção de instrumentos capazes de aprimorar os meios de transmissão que, hoje, funcionam como suporte da organização das formações sócio-culturais modernas. Pôde-se, ainda, considerar que a materialidade das comunicações humanas sempre teve o hibridismo de sistemas de sinais como recursos para materializar suas representações de mundo e seus modos de dizer. O segundo capítulo esteve voltado para registros de fundamentos teóricos que possibilitaram desenvolver e organizar um procedimento analítico, por meio do qual foi possível considerar as diferentes estratégias de produção que respondem pela seleção, organização e combinatória desses recursos híbridos que possibilitam construir por palavras-imagem uma nova versão de mundo, representar e dizer esse outro mundo, cujo foco são produtos de uma indústria que visa à padronização. Assim, a função do discurso da propaganda é produzir textos capazes de criar diferenças onde há apenas similaridades e, para tanto, o produtor enunciador faz uso de diferentes estratégias: a) cognitivas: sustentadas por projeções, identidades e transferências; b) textuais discursivas: sustentadas pela criação de um cenário onírico, humanizado produzido por montagem fotográfica, retomado por estratégias de intertextualidade e interdiscursividade, em que predomina o ocultamento da autoria do próprio texto nele a voz do artista-artesão se faz eco da voz do proprietário da indústria e dos elementos que respondem pela fabricação dos produtos, em razão da similaridade existente entre todos eles. Esses apagamentos asseguram atribuir ao produto propriedades mágicas, asseveradas por um modo de dizer em que eles se fazem objetos de realização de sonhos e desejos e, para tanto, basta saber selecioná-los dentre seus similares, para que o co-enunciador leitor se transforme em um homem saudável, feliz, realizado... Essa magia das palavras-imagem tem por suporte estratégias de reenquadramento que constroem a duplicidade do real, por um ponto de interseção com o imaginário coletivo. Para tanto, o produtor enunciador faz uso de recursos desses dois sistemas de codificação para apresentar, descrever, comparar, explicitar e orientar suas escolhas de compras. Esses recursos são, portanto, empregados para construir representações mágicas sustentadas por argumentos, cujo suporte é a analogia

Made available in DSpace on 2016-04-28T19:34:38Z (GMT). No. of bitstreams: 1 Rubens Alexandre Vieira.pdf: 2526184 bytes, checksum: 6a7917be519454750bd8403f12162276 (MD5) Previous issue date: 2009-05-22 / Secretaria da Educação do Estado de São Paulo / This work is based on research area about Reading, Writing and Teaching of Portuguese Language and its theme is the strength of the collaborative learnig and of the student autonomy in the distance education through linguistic strategies associated with pedagogic proceedings. The justification of the research is based on fact that in contemporaneous society people need to learn through collaborative and autonomous ways through the informative and interactive potentiality of the technology of information and communication. So, in this context, the pedagogic work of the teacher must develop appropriate strategies and proceedings. For development of the work, we are based on theory of Textual Linguistics, especially in studies of Beaugrande (1997), Beaugrande and Dressler (1984) and Koch (2001a; 2001b; 2003; 2006), complete by theory of Enunciation (Benveniste, 1989; 1995; Kerbrat-Orecchioni, 1980; 1998) and Social Interacionism Theory (Vygotsky, 1984; Freire, 1996). Starting of conjecture that in the distance education through written language the teacher can stimulate pedagogic appropriate proceedings for interaction, collaboration and autonomy, so the corpus of the analysis has got a didactic content unity associated with education in virtual ambience, in this work, we farther analyse textual discursive strategies and pedagogic proceedings present methodological stages that promote learning in the Constructivism, Social Interacionism area and distance education. The finished research allowed identify textual discursive strategies and pedagogic actions that promote collaborative interaction between teachers and students involve in the distance education, evidencing for teachers develop courses and activities in distance education the imperative to develop methodological stages and pedagogic proceedings that intend learning for collaboration and make use of specific linguistic ways for the interlocution in this educational modality / Este trabalho situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa e tem como tema a potencialização da aprendizagem colaborativa e da autonomia discente na educação a distância, por meio de estratégias lingüísticas, aliadas a procedimentos pedagógicos. A justificativa da pesquisa deve-se ao fato de que, na sociedade contemporânea, as pessoas precisam estar preparadas para aprender ao longo da vida, de forma autônoma e colaborativa, valendo-se da potencialidade informativa e interacional que advém das Tecnologias da Informação e Comunicação. Assim, o trabalho pedagógico do professor que atua nesse cenário, deve estar voltado para o desenvolvimento de estratégias e procedimentos apropriados. Para o desenvolvimento do trabalho, fundamentamo-nos em preceitos teóricos da Lingüística Textual, especialmente nos estudos de Beaugrande (1997), Beaugrande e Dressler (1984) e Koch (2001a; 2001b; 2003; 2006), complementados por princípios da Teoria da Enunciação (Benveniste, 1989; 1995; Kerbrat-Orecchioni, 1980; 1998) e do Sociointeracionismo (Vygotsky, 1984; Freire 1996). Partindo do pressuposto de que, na EaD, é por meio da linguagem escrita que o professor pode estimular procedimentos pedagógicos pertinentes para estabelecer interação, colaboração e autonomia, e tendo como corpus de análise uma unidade de conteúdo didático voltado para a educação em ambientes virtuais, nesse trabalho, levantamos e analisamos estratégias textual-discursivas e procedimentos pedagógicos, bem como apresentamos etapas metodológicas que concorrem para desenvolver aprendizagem na linha do Construtivismo Sociointeracionista na educação a distância. A pesquisa realizada possibilitou identificar estratégias textual-discursivas e ações pedagógicas profícuas para estabelecer uma interação colaborativa entre professor e alunos envolvidos na educação a distância, evidenciando, aos docentes que desenvolvem cursos e atividades em EaD, o imperativo de, não apenas desenvolver etapas metodológicas e procedimentos pedagógicos pautados na construção do conhecimento pela colaboração, como também utilizar formas lingüísticas específicas para a interlocução nessa modalidade educacional

Submitted by Nara Lays Domingues Viana Oliveira (naradv) on 2015-07-15T13:11:28Z No. of bitstreams: 1 raquel.pdf: 7451761 bytes, checksum: 6230ac7db3bc1298d4e3047a11222cc0 (MD5) / Made available in DSpace on 2015-07-15T13:11:28Z (GMT). No. of bitstreams: 1 raquel.pdf: 7451761 bytes, checksum: 6230ac7db3bc1298d4e3047a11222cc0 (MD5) Previous issue date: 2013-03-19 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares / Esta pesquisa teve por objetivo o estudo do texto na tela do computador em seus aspectos sincrético-discursivos. Os objetos empíricos analisados consistiramse em blogs produzidos em atividades pedagógicas de um projeto de trabalho hipermidiático, no contexto de ensino e aprendizagem de língua inglesa como língua estrangeira/adicional. O estudo teve por aporte teórico e metodológico a semiótica discursiva de linha francesa. A partir da díade expressão/conteúdo e do conceito de função intersemiótica, o plano de expressão dos blogs foi analisado mediante a conjunção da semiótica plástica a elementos do design visual e o plano do conteúdo foi analisado no nível discursivo do percurso gerativo de sentido. O cotejo dos dados observados fomentou a discussão sobre os significados produzidos e foi verificada a ocorrência de semissimbolismos. A recorrência de semissimbolismos confirmou a sincreticidade como característica da textualidade dos blogs, em sua especificidade hipertextual. As escolhas discursivas verbais e não-verbais feitas pelos estudantes indicaram a convergência dos efeitos de sentido e a reiteração dos temas e figuras enunciados. A multiplicidade de elementos identificados na construção semiótica do discurso parece caracterizar a textualidade sincrética em ambiente de linguagem hipertextual, de modo que a linguagem verbal passa a ter características da linguagem não-verbal e vice-versa. A análise evidenciou que a produção textual em ambiente informatizado prescinde outra concepção de texto e de educação linguística, concepções que incluam o letramento digital associado ao letramento linguístico nos componentes curriculares do Ensino Fundamental. As possibilidades do hipertexto, em sua textualidade sincrética, mostraram não apenas influenciar, mas balizar as escolhas linguístico-discursivas da produção textual em contexto hipermidiático. O trabalho com o hipertexto parece impor desafios ao ensino de línguas e às práticas textuais escolares, pois requer que os participantes do processo educativo lidem com um leque maior de opções comunicacionais, explicitadas nas categorias propostas para análise dos blogs. Diferentemente das primeiras teorizações dos desdobramentos iniciais da teoria semiótica, o hipertexto transformou o semissimbolismo em regra, não em uma consequente decorrência de exceções, obtidas mediante escolhas semiótico-discursivas específicas. / This research aimed at studying the text on the computer screen in its syncretic-discursive aspects. The empirical objects consisted in the analysis of blogs produced in pedagogical activities of a project work in hypermedia, in the context of teaching and learning English as a foreign/additional language. The study was theoretically and methodologically based on discursive greimasian semiotics. From the dyad expression/content and the concept of inter-semiotic function, the expression plane of the blogs was analyzed through the conjunction of plastics semiotics and elements of visual design, and the content plan was analyzed at the discursive level of the generative route of signification. The comparison of the observed data encouraged a discussion of the meanings produced and verified the occurrence of semi-symbolism. The recurrence of semi-symbolism confirmed the sincreticity characteristic of the blogs textuality in the hypertext context. The discursive, verbal and nonverbal choices made by the students indicated the convergence of meaning effects and the repetition of the themes and figures listed. The multiplicity of elements found in the construction of the semiotic discourse seems to characterize the syncretic textuality in hypertext environment, so that the verbal language embeds features of the nonverbal language and vice versa. The analysis showed that the textual production in computerized environment requires another conception of text and language education, including digital literacy associated with language literacy in the curricular syllabus of elementary school. The possibilities of hypertext, in its syncretic textuality, showed having not only influenced but also delimited the linguistic-discursive choices made in the context of textual production in hypermedia. Working with hypertext seems to pose challenges to language teaching and school textual practices, as it requires the participants in the educational process to deal with a wider range of communication options, explicated in the categories proposed for the analysis of blogs. Unlike the first developments in the early semiotic theory, hypertext turned semi-symbolism into rule, not into an exception obtained as a result of specific discursive-semiotic choices.

My thesis argues that textually embedded intimacy and exclusivity between men opens up ethical problems concerning the use of education and persuasive powers—the ability to reconfigure vice as virtue, to argue a case for transgressions, and to navigate political, economic, and social spheres for personal self-advancement. My argument is based first on the proposition that masculine elite friendship in the early modern period is situated in specific pedagogical practices, engagement with particular rhetorical manuals and classical texts, and manipulation of texts which determine the affectionate, ‘textual', nature of these relationships. From this, I propose, second, that a hermeneutic process of rhetorical and poetic composition and exclusionary understanding is embedded within these textual relationships. From these two propositions, I analyse the textual surface of homosocial relationships in order to ask questions about ethical dilemmas concerning the forms of power they represent. How can an enclosed system of affection be useful for political, social, or financial advancement by making a vice (self-interest) of a virtue (fidelity), a dubious idea in the early modern period? How are homosocial networks developed and depicted through an engagement with their own textuality? Are they shown as transgressive and dangerous in further marginalizing those who are not privy to the system of textual exchange between men? The creation of homosocial male friendships is predicated on the idea that there are shared texts and methodologies for internalizing ideas from classical sources (imitatio) and for using these as starting points for the creation of arguments (inventio) to suit social, political, and even domestic situations. I focus on fictitious relationships developed in early modern English drama—as playwrights represent masculine discourse, textual knowledge, and rhetorical techniques. The friendships and fellowships in these dramatic productions contain questions about the use of masculine networks in socio-political and economic navigation.