This thesis examined to what extent a particular class of highly mobile professionals has internalized the contemporary discourse of corporate global nomadism, proposed by the researcher as an example of the kind of corporate discourses that are emerging to encompass the ideology of neoliberalism and which are inscribed in a particular genre of popular managerial and globalization literature through prescription of ideal attitudes and forms of behaviour. The researcher selected a representative sample of corporate texts that comprises books by management gurus and popular writers on globalization and corporate websites by consultancy firms, and collected personal narratives or life stories from a sample of professionals who in the pursuit of work have relocated internationally more than once. These texts were cross-analysed to identify how the discourse of corporate global nomadism is manifested, whether in similar or contradictory ways. This analysis combined the methodological framework of critical discourse analysis with narrative analysis, with a particular emphasis on deconstruction and intertextuality. A characteristic feature of this study is the use of online communication technologies to encompass research participants who are geographically dispersed. The principal original contribution to knowledge of this dissertation is the relationship made between the contemporary discourse of corporate global nomadism and the ideology of neoliberalism. The methodologies and methods used in the elaboration of this research are also important contributions. The most prominent finding of this study is that the attitudes of the research participants towards their own mobility are contradictory as their self-representation from the standpoints of the context of work and the private sphere are discursively confronted. This dissonance in the narratives represents struggles in the life of the research participants as they attempt to meet corporate demands for continuous global mobility. The findings of this study show that despite the persuasive power of certain corporate discourses they are not passively assumed by individuals, meaning that the hegemony of neoliberal capitalism as a dominant ideology underlying modern organizations is not absolute, because individuals consciously or subconsciously resist and challenge the messages it conveys.

O presente trabalho tem como objeto/corpus analisado a pornografia online, e tem como objetivo responder às questões: \"como é o gênero discursivo do pornô online?\" e \"onde se pode reconhecer a produção de subjetividade no dispositivo pornô online?\". As perguntas foram formuladas a partir do repertório conceitual minimalista da Análise Institucional do Discurso (AID), criada por Marlene Guirado; a AID é o método, a estratégia de pensamento que orienta o trabalho e o instrui acerca dos conceitos de discurso, gênero discursivo, instituição e subjetividade. Para realizar a pesquisa, procedemos em três etapas: (1) análise de sites; (2) análise de vídeos; e (3) análise de comentários de usuários. Cada etapa corresponde a um tipo de recorte para o material. No primeiro caso, decidimos seguir a estrutura de XVideos.com, cotejando-a pontualmente com as de oito outros sítios; no segundo, escolhemos um vídeo heterossexual \"profissional\" chamado Sex Instruction, podendo confrontá-lo com materiais de categorias diferentes (gay, amador etc.); na terceira etapa, observamos os comentários escritos anonimamente para os vídeos antes analisados, e para alguns outros. Como resultados, quanto ao gênero discursivo, vimos que o site define seu usuário como alguém que sabe aquilo por que se interessa, e procura ativa e responsavelmente o \"sexo explícito\"; essa posição de autonomia não se sustenta no interior do vídeo, onde prevalece o interesse da câmera e a imagem de um corpo muito peculiar, ali composto. Já quanto à questão do sujeito, pudemos ver que o site desenha um usuário que é assediado pelas imagens pornográficas, interpelado até mesmo como corpo sexual que pode ser comparado com aqueles do pornô; o sujeito é produzido como alguém que pode participar do pornô e de um apagamento que ele opera nas \"pessoas\", que acabam dissolvendo-se na atmosfera de êxtase incessante, na figura corporal pornográfica e até na linguagem utilizada no site. Conclui-se daí que o pornô online, embora prometa uma subserviência eficiente aos desejos de seu usuário, é uma instituição que absorve os consumidores em seu funcionamento, estabelecendo lugares discursivos, moldando subjetividades e instituindo concepções propriamente pornôs de corpo, de sexo e de comunidade / The present work has as analyzed subject/corpus the internet pornography, and aims to answer the following questions: \"how is the discursive genre of internet porn?\" And \"where can we recognize the production of subjectivity in the internet porn apparatus (dispositif)?\". The questions were formulated from the minimalist conceptual repertoire of the Institutional Analysis of Discourse (AID in Portuguese), created by Marlene Guirado. AID is the method, the strategy of thought that guides our work and instructs it in the concepts of discourse, discursive genre, institution and subjectivity. To carry out the research, we proceeded in three steps: (1) website analysis; (2) video analysis; and (3) users comments analysis. Each step corresponds to a type of cut for the material. In the first case, we decided to follow the structure of XVideos.com, and opportunely confronted it with that of eight other websites; in the second, we chose a \"professional\" heterosexual video called Sex Instruction, which could be compared to materials of different categories (gay, amateur, etc); and in the third step, we observed the comments written anonymously for the videos previously analyzed, as well as for some others. As a result, regarding the discursive genre, we perceived that the website defines its user as someone who knows what he is interested in, and actively and in a responsible way searches for \"explicit sex\"; this position of autonomy is not sustained within the video, for it is privileged the interest of the camera and the image of a very peculiar body which is composed there. As for the issue of the subjectivity, we could see that the website delineates a user who is constantly harassed by pornographic images, even called as a sexual body that can be compared to those of the porn. The subject is produced as someone who can take part in the porn and in a type of effacement that it operates on the \"individuals\", who end up being dissolved in the atmosphere of ceaseless ecstasy, in the pornographic body figure and even in the language used on the website. It follows that the internet porn, while promising efficient subservience to the desires of its users, is an institution that engages consumers in its functioning, by establishing discursive places, shaping subjectivities, and setting up properly pornographic conceptions of body, sex, and community

Apresentamos resultados de pesquisa em que investigamos se os sujeitos-estudantes dos anos iniciais, mais especificamente do 5º ano do ensino fundamental, utilizam o discurso narrativo escrito para falarem de si, de seus sentimentos, de emoções, frustrações e desejos, utilizando-o para tecer a subjetividade. O discurso narrativo escrito é comum nas práticas pedagógicas escolares que, na maioria das vezes, é empregado para cumprir um currículo ou proposta que não contemplam quem escreve e o que se escreve, mas como escreve, no sentido do assujeitamento às estreitas malhas das normas ortográficas e gramaticais. Para compreendermos, então, o funcionamento do discurso narrativo escrito dos/nos sujeitos estudantes, tomamos o discurso enquanto efeito de sentidos, considerando as condições de produção no momento em que reverberaram. O arcabouço teórico que sustenta nossos estudos está centrado na Análise de Discurso pêcheuxtiana, na Psicanálise freudo-lacaniana e nas Ciências da Educação. Apresentamos nos capítulos iniciais alguns conceitos fundamentais às três áreas do conhecimento, no intuito de compreendermos o movimento do sujeito em relação à escrita, e de modo específico, a escrita de si. Para a realização da pesquisa, elaboramos uma atividade didático-pedagógica tendo como finalidade a coleta de narrativas escritas por 43 sujeitos-estudantes do 5º ano do ensino fundamental de uma escola pública situada em uma pequena cidade do interior paulista. Após a atividade supracitada, as narrativas foram lidas e transcritas, culminando na seleção de três narrativas que constituem nosso corpus de análise. As análises das narrativas escritas reverberaram marcas e indícios de a) que em condições favoráveis de produção em que as atividades propostas sejam coerentes, criativas e desafiadoras, os estudantes são levados a se deslocarem e a se posicionarem como intérpretes-historicizados, ou seja, atribuem e produzem sentidos a partir da memória discursiva e, a partir desse deslocamento, reverberam marcas de autoria nas produções; b) atividades linguísticas, fundamentadas teoricamente e baseadas em portadores de textos diferenciados proporcionam aos sujeitos-estudantes a aprendizagem de diferentes gêneros discursivos, instigando-os a perguntas, relatos de experiências, exposição de suas dúvidas a respeito dos mais diversos assuntos e temas tratados em sala de aula e outras formulações, o que lhes permite ocupar o lugar de sujeitos que se relacionam prazerosamente com o processo polissêmico de linguagem, contribuindo para que entendam a língua em seu funcionamento; c) o discurso narrativo é uma alternativa para que os sujeitos-estudantes falem de si, de fantasias, angústias, medo e desejos, expressando assim a subjetividade, condições basilares para que tenham vez e se façam ouvir em sala de aula, no contexto escolar e na sociedade. / This study presents results of an investigation on whether subject-students from lower elementary school 5th graders use written narrative discourse to speak about themselves, their feelings, emotions and frustrations, using it to build up their subjectivity. Written narrative discourse is a common teaching practice, mostly used to follow a syllabus or lesson plan which do not fulfil those who write, nor the theme. Rather, those activities focus on how the text is written, subjected to the constraints of grammar and spelling rules. In order to understand how written narrative discourse works in/from the subject-students, discourse is analyzed as effect of meanings, considering the conditions at the moment it has been produced. Thus, the order of discourse effect of meanings between interlocutors is materialized in the text, correspondent to the discourse, but not closed in on itself. It remains as a symbolic object open to different readings and meanings. We agree with Orlandi (2012) to a conception of text as support to the historicity in which subjects leave their traces through displacement of meanings, paraphrasing and articulating within ploys of opposing discursive formations, the presence of necessary absence, inevitable bond with alterity. Ideology is defined within this displacement of meanings, so as the work of interpreting and analyzing. This work is grounded on the theory of discourse analysis, by the French Philosopher Michel Pêcheux, on Freuds and Lacans psychoanalysis, and on the social-historical approach of literacy in the Science of Education. Those three areas of knowledge provide us with means to grasp the subjects relationship with writing, especially self-writing. The corpus was formed from three written narratives selected from one activity with 5th graders of a school in the state of São Paulo, Brazil. The analysis of the written narratives indicates three factors: a) favorable conditions within coherent, creative and challenging activities lead students to positioning themselves as historicized interpreters, that is, they assign and attribute meaning based on discursive memory. From that displacement of meaning they reverberate signs of authorship in their production; b) language-focused activities, theory-grounded and goodquality text provide subject-students with opportunities to learn about different discursive genres. Such texts lead students to questions, self-expression and discussions about the most various topics. Language and its polysemy are rediscovered with pleasure by those subject students, who explore and understand it better; c) the narrative discourse for subject-students speak about themselves, their feelings and thoughts, expressing their subjectivity. Those are basic conditions for them to voice their opinion in the classroom and in society.

Com diversos trabalhos buscando compreender quais as mudanças ocorridas nas subjetividades ditas contemporâneas, buscamos delimitar o que diziam os autores que advogavam existir uma nova subjetividade nos tempos de hoje. Partindo de uma breve revisão bibliográfica sobre o tema selecionamos de três autores (Joel Birman, Nahman Armony e Jean- Pierre Lebrun) um livro que analisamos detidamente buscando delimitar, em seus discursos, quais os lugares eram configurados para este sujeito, a cultura, a família, o psicanalista etc. Este trabalho analítico foi realizado segundo a Análise Institucional do Discurso (AID) que nos permitiu trabalhar os textos de um ponto de vista pragmático, o que, entre outras coisas, nos possibilitou tratar os autores psicanalíticos sem assumirmos os pressupostos da psicanálise. O trabalho alcançou resultados em duas frentes: mostrou algumas das estratégias discursivas utilizadas pelos autores para legitimarem suas conclusões e concluiu que o sujeito contemporâneo nestes autores é sempre descrito de forma naturalizada, como uma versão que tem algo a mais ou a menos que o sujeito clássico atribuído à época freudiana. Nos textos Birman e Lebrun a análise mostrou que o sujeito agora, nestes discursos, não teria mais aquilo que define o sujeito de fato, enquanto no texto de Armony o sujeito é delineado como aquele que enfim pôde se desenvolver de forma plena, o borderline brando. Para além das argumentações teóricas, tais conclusões são sustentadas pela construção de um lugar privilegiado para o autor, nos discursos analisados o lugar do autor é um lugar de fala privilegiado, o lugar de quem sabe o que diz, que vê além das aparências, que é erudito, que é um clínico experiente; este lugar, mais que qualquer articulação teórica ou demonstração clínica, é o suporte das afirmações presentes dos textos analisados / With several studies trying to understand which are the changes in contemporary subjectivities, we try to define what are saying the authors that advocate a new subjectivity in today\'s times. Starting from a brief literature review on the subject, we then selected a book from each of these three authors (Joel Birman, Nahman Armony and Jean-Pierre Lebrun) and carefully analyzed them seeking to delimit, in his speeches, which places were set for this subjectivity, culture, family, psychoanalyst and so on. This analytical work was carried out according to Institutional Discourse Analysis (IDA) which allowed us to work the texts of psychoanalytic authors without having to agree with the assumptions of psychoanalysis. The analysis achieved results on two fronts: showed some of the discursive strategies used by the authors to legitimize their findings and concluded that the contemporary subject these authors is always described in a naturalized way, as a version that has something more or less than the \"classic subject\" of Freud\'s time. In the texts of Birman and Lebrun, the analysis showed that the subject now, in these speeches, no longer has what defines the \"real subject\"; while in the text Armony, the subject is outlined as the one who finally was able to develop completely, the so-called \"mild borderline\". In addition to the theoretical arguments, such conclusions are supported by the construction of a privileged place for the author: in the speeches analyzed the place of the author is a privileged speech, the place of those who know what it says, that see \"beyond appearances\", that is well read, an experienced clinician; this place more than any theoretical articulation or clinical demonstration, is the support of the statements presented in the texts

Partindo de trabalhos recentes que analisaram os discursos de psicanalistas contemporâneos sobre seu fazer e que se orientaram segundo o método da Análise Institucional do Discurso (AID), pudemos afirmar que a teoria informa o fazer clínico da psicanálise. Isso implicou dizer também que, por via inversa, é a clínica que materializa a teoria. Dessas duas afirmações levantamos uma pergunta: como Freud formula um conceito específico dessa teoria que informa a escuta e o pensamento desses psicanalistas? Escolhemos o conceito de inconsciente, pois ele é, ao que tudo indica, o carro-chefe da metapsicologia freudiana. Assim, analisamos o texto O inconsciente de Freud pelo método da AID. Nossos resultados foram, de certa forma, surpreendentes. No que diz respeito ao lugar constituído pelo e para o conceito, verificou-se, por um lado, que o texto de Freud é um jogo constante entre mostrar o inconsciente, descobri-lo, revelá-lo, caracterizá-lo (como se o inconsciente fosse um fato, um dado da experiência), e entre demonstrá-lo, inferi-lo, hipotetizá-lo, derivá-lo (de modo teórico). Por outro lado, também pudemos verificar que o conceito de inconsciente constrói-se como em bloco, ou melhor, como um caleidoscópio; como se outros conceitos fossem exigidos para dele dar conta. No que se refere ao modo como Freud produz conhecimento, nossas análises apontaram para um modo de enunciação que coloca o inconsciente no contra: contra a filosofia, contra a medicina e contra uma psicologia da consciência. Esse estar no contra é o que, para Freud, insere, incrivelmente, a psicanálise na ordem do discurso da ciência. Ainda no que concerne aos modos de produção de verdade, a metapsicologia parece se sustentar sobre um determinado disposto institucional, que nomeamos como análise. Seria esse dispositivo, segundo nossa pesquisa, que efetua o passe de mágica pelo qual a teoria ganha ares de uma verdade. Por fim, discutimos duas questões: a primeira é relativa ao dispositivo analítico como o definidor da psicanálise, e não necessariamente a metapsicologia. A segunda, à proposta de Guirado para uma clínica ao arrepio da metapsicologia / Based on recent studies that analyzed the discourse of contemporary psychoanalysts, we could state that the theory informs the psychoanalysis clinical work; or, in a reverse way, we could state that the clinic becomes the theory real. These two statements raise a question about how Freud built a specific concept of psychoanalytical theory and the relationship between theory formulation and clinic or the analytical interpretation. The concept of unconscious, considerer the flagship of Freudian metapsychology, was analyzed supported by Institutional Analysis of Discourse method, as it is presented at \"The Unconscious\" by Freud. The results were surprising. From the question which organized the research to the analytical procedures our studies was guided by IAD. Our analysis indicated that, about the place was built for and by the concept, it has been found, first , the Freuds text has shown constant play between discovering unconscious, developing it, characterizing it (as the unconscious were a fact, a fact of experience), and between demonstrating it, inferring it, hypothesizing it, deriving it ( in theoretical mode). Moreover, it has been found that the unconscious concept was constructed as a block, or rather like a kaleidoscope; as if other concepts were required to explain unconscious itself. Relating to the way Freud produces knowledge, our analysis indicated that the unconscious is placed \"against\"; against philosophy, against medicine and against a psychology of consciousness. This \"being against\" is what inserts, incredibly, psychoanalysis in science discourse order, for Freud. Even with regard to knowledge production modes, metapsychology seems to stand on a certain institutional dispositive, which we name as \"analysis\". According to our research, this dispositive is the one that makes the \"magic\" in which theory gains airs of truth. Finally, we have discussed two issues, first, the analytical dispositive, not necessarily the metapsychology, as the definer of psychoanalysis; second, Guirados proposition of a clinic out of metapsychology

Apresentamos resultados de pesquisa em que investigamos se os sujeitos-estudantes dos anos iniciais, mais especificamente do 5º ano do ensino fundamental, utilizam o discurso narrativo escrito para falarem de si, de seus sentimentos, de emoções, frustrações e desejos, utilizando-o para tecer a subjetividade. O discurso narrativo escrito é comum nas práticas pedagógicas escolares que, na maioria das vezes, é empregado para cumprir um currículo ou proposta que não contemplam quem escreve e o que se escreve, mas como escreve, no sentido do assujeitamento às estreitas malhas das normas ortográficas e gramaticais. Para compreendermos, então, o funcionamento do discurso narrativo escrito dos/nos sujeitos estudantes, tomamos o discurso enquanto efeito de sentidos, considerando as condições de produção no momento em que reverberaram. O arcabouço teórico que sustenta nossos estudos está centrado na Análise de Discurso pêcheuxtiana, na Psicanálise freudo-lacaniana e nas Ciências da Educação. Apresentamos nos capítulos iniciais alguns conceitos fundamentais às três áreas do conhecimento, no intuito de compreendermos o movimento do sujeito em relação à escrita, e de modo específico, a escrita de si. Para a realização da pesquisa, elaboramos uma atividade didático-pedagógica tendo como finalidade a coleta de narrativas escritas por 43 sujeitos-estudantes do 5º ano do ensino fundamental de uma escola pública situada em uma pequena cidade do interior paulista. Após a atividade supracitada, as narrativas foram lidas e transcritas, culminando na seleção de três narrativas que constituem nosso corpus de análise. As análises das narrativas escritas reverberaram marcas e indícios de a) que em condições favoráveis de produção em que as atividades propostas sejam coerentes, criativas e desafiadoras, os estudantes são levados a se deslocarem e a se posicionarem como intérpretes-historicizados, ou seja, atribuem e produzem sentidos a partir da memória discursiva e, a partir desse deslocamento, reverberam marcas de autoria nas produções; b) atividades linguísticas, fundamentadas teoricamente e baseadas em portadores de textos diferenciados proporcionam aos sujeitos-estudantes a aprendizagem de diferentes gêneros discursivos, instigando-os a perguntas, relatos de experiências, exposição de suas dúvidas a respeito dos mais diversos assuntos e temas tratados em sala de aula e outras formulações, o que lhes permite ocupar o lugar de sujeitos que se relacionam prazerosamente com o processo polissêmico de linguagem, contribuindo para que entendam a língua em seu funcionamento; c) o discurso narrativo é uma alternativa para que os sujeitos-estudantes falem de si, de fantasias, angústias, medo e desejos, expressando assim a subjetividade, condições basilares para que tenham vez e se façam ouvir em sala de aula, no contexto escolar e na sociedade. / This study presents results of an investigation on whether subject-students from lower elementary school 5th graders use written narrative discourse to speak about themselves, their feelings, emotions and frustrations, using it to build up their subjectivity. Written narrative discourse is a common teaching practice, mostly used to follow a syllabus or lesson plan which do not fulfil those who write, nor the theme. Rather, those activities focus on how the text is written, subjected to the constraints of grammar and spelling rules. In order to understand how written narrative discourse works in/from the subject-students, discourse is analyzed as effect of meanings, considering the conditions at the moment it has been produced. Thus, the order of discourse effect of meanings between interlocutors is materialized in the text, correspondent to the discourse, but not closed in on itself. It remains as a symbolic object open to different readings and meanings. We agree with Orlandi (2012) to a conception of text as support to the historicity in which subjects leave their traces through displacement of meanings, paraphrasing and articulating within ploys of opposing discursive formations, the presence of necessary absence, inevitable bond with alterity. Ideology is defined within this displacement of meanings, so as the work of interpreting and analyzing. This work is grounded on the theory of discourse analysis, by the French Philosopher Michel Pêcheux, on Freuds and Lacans psychoanalysis, and on the social-historical approach of literacy in the Science of Education. Those three areas of knowledge provide us with means to grasp the subjects relationship with writing, especially self-writing. The corpus was formed from three written narratives selected from one activity with 5th graders of a school in the state of São Paulo, Brazil. The analysis of the written narratives indicates three factors: a) favorable conditions within coherent, creative and challenging activities lead students to positioning themselves as historicized interpreters, that is, they assign and attribute meaning based on discursive memory. From that displacement of meaning they reverberate signs of authorship in their production; b) language-focused activities, theory-grounded and goodquality text provide subject-students with opportunities to learn about different discursive genres. Such texts lead students to questions, self-expression and discussions about the most various topics. Language and its polysemy are rediscovered with pleasure by those subject students, who explore and understand it better; c) the narrative discourse for subject-students speak about themselves, their feelings and thoughts, expressing their subjectivity. Those are basic conditions for them to voice their opinion in the classroom and in society.

This thesis analyzes official discursive practices towards the Alevis in post-1980 Turkey. As it is impossible to cover discourses of all state institutions, this study specifically focused on official discursive practices of three official institutions (namely, the Directorate of Religious Affairs, the Ministry of Education and the Presidency of Turkish Republic). Using the method of critical discourse analysis, I examined official texts including school textbooks of compulsory religious courses, legal dictums, official press releases and the presidential speeches held during the HacibektaS Festival. As a result of my analysis, I reached the following general conclusions: Since the official discursive practices were produced by via different state apparatuses, it is hard to identify a homogeneous and stable official discourse. In that sense, I propose the existence of &ldquo / official discourses&rdquo / towards the Alevis, instead of one, never-changing and undifferentiated &ldquo / official discourse.&rdquo / Because of global (intervention of the European Union) and local factors (political, ethnic and sectarian cleavages of Turkey), it is possible to observe discursive diversities and changes in official texts concerning the Alevis.

This thesis is the product of a discourse analytic investigation of the first decade of the British lesbian magazine, DIVA, which launched in 1994. Work on mainstream women's and men's magazines has established them as sites at which (largely heterosexual) femininities and masculinities are constructed and construed, but relatively little scholarship has addressed lesbian magazines in this fashion. DIVA is Britain's only nationally sold, mainstream lesbian magazine; with this in mind, the thesis provides an analytic account of the magazine's launch, production and brand, and considers the discursive construction of lesbian community and the boundary work that that entails. The initial analytic chapters detail editorial philosophies, routines, and financial circumstances; design, front covers, and editorial content. Though the magazine has only limited resources available, those restrictions are simultaneously liberating, allowing DIVA's editors to pursue their political commitments at the same time as operating in the commercial marketplace. In considering the discursive construction of 'us', the thesis highlights a focus on community, support, and heritage. It further considers the discursive management of the boundaries of that imagined community, focusing on the 'threat' posed by bisexual women and the arguments this causes among readers. Finally, DIVA's handling of (heterosexual) others is considered, concluding that they are constructed as irrational, yet powerful, aggressors. Overall, DIVA's was a brand invested in the notion of community and in its role not only in imagining that community but also bringing members together. Though readers were at times divided over who belonged, or should belong, they were united in their belief that there was something to belong to. In the face of a hostile greater 'other', which was constructed as a constant source of threat, this belonging was incredibly important.

Thesis (Ph.D.)--University of Edinburgh, 2000.

The thesis focuses on the textual analysis of discourse and its methods. The goal of this thesis is to carry out comparative analysis of selected presidential discourses of Nicolas Sarkozy and Václav Klaus pronounced from 2007 to 2010 and to deduce general rules for the structure of the discourses in question. The thesis is divided into a theoretical part, which defines the subject of study, methodology and individual approaches of textual analysis of discourse, and practical part including the analysis of presidential discourses focused especially on the sequential and argumentation structure, the function of connectors, the use of lexical connotations and on the hierarchy of speech acts.