Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-08T12:07:09Z No. of bitstreams: 1 Rosana de Oliveira Nascimento.pdf: 2731851 bytes, checksum: 37efdb061f099b713fd062166ca372f0 (MD5) / Made available in DSpace on 2016-08-08T12:07:09Z (GMT). No. of bitstreams: 1 Rosana de Oliveira Nascimento.pdf: 2731851 bytes, checksum: 37efdb061f099b713fd062166ca372f0 (MD5) Previous issue date: 2016-03-14 / The purpose of the present study is to show an experience report of pedagogical actions developed at a municipal public school in São Paulo, initiated from the identification of problems by means of the tool PDDE Interativo. These actions involve the production of authorial projects and social intervention with EMEF Raimundo Correia eighth and ninth grade sudents, covering practices along with Portuguese, Mathematics, Science, Geography, Art, History, and English teachers, after a collectively performed diagnosis. The pedagogical actions developed through the diagnosis provided by the mentioned platform may benefit the articulation of information and school indicators. A bibliographical survey with official documents and academic productions about financial resources transfer to school was made in order to evaluate PDDE Interativo and analyze the interactive actions developed and reported in this study, highlighting categories of analysis grounded on Paro (2001) and Lück’s (2010) democratic school management perspective. It was observed that the tool enables the collective identification of the critical problems, what helped with the democratic and participatory planning that aimed to solve them / O presente estudo tem por propósito apresentar um relato de experiência de ações pedagógicas desenvolvidas em uma escola da rede pública municipal de ensino de São Paulo, desencadeadas a partir da identificação de problemas por meio da ferramenta PDDE Interativo. Essas ações envolvem produções de projetos autorais e de intervenção social com alunos dos 8º e 9º anos do Ensino Fundamental da EMEF Raimundo Correia, abrangendo práticas de projetos com os professores dos componentes curriculares de Língua Portuguesa, Matemática, Ciências, Geografia, Artes, História e Inglês, por meio de diagnóstico realizado coletivamente. As ações pedagógicas desenvolvidas mediante o diagnóstico propiciado na plataforma podem beneficiar a articulação das diversas informações e indicadores da escola atualmente disponíveis. Realizou-se um levantamento de textos oficiais e produções acadêmicas sobre programas de transferência de recursos financeiros para a escola a fim de avaliar o PDDE Interativo. Para a análise dos registros das ações desenvolvidas e relatadas neste trabalho, foram destacadas categorias de análises fundamentadas na perspectiva da gestão democrática de Paro (2001) e Lück (2010). As ações pedagógicas, elaboradas através do diagnóstico feito pela instituição beneficiaram a articulação das informações geradas interna e/ou externamente à escola. Observou-se que a ferramenta possibilita a identificação coletiva dos problemas críticos o que ajudou no planejamento democrático e participativo de práticas pedagógicas que visaram resolvê-los

Research Doctorate - Doctor of Philosophy (PhD) / The aim of the thesis is to use computational stylistics, and in particular the methods pioneered by John Burrows, to explore aspects of the nineteenth-century periodical genre. Published for the most part anonymously, periodical articles were written by an extraordinary range of authors on an incredible variety of topics. The standard of writing in the thousands of articles appearing in the ‘higher’ or ‘literary’ journals has generally been agreed by scholars to be ‘remarkably good’. Beginning in 1802 and flourishing for most of the century, this outstanding genre of writing had all but disappeared by the beginning of the twentieth century. The text collection for the thesis consists of almost two million words by twenty-two authors. My study employs a variety of statistical tests on these texts to examine the effect of such factors as anonymity, commonality, authorial individuality, gender, house-style, text-type and chronology on the periodicals. I begin by taking a broad view of the field: first allowing the articles to ‘speak for themselves’ and to exhibit their commonalities and individual differences; then exploring the significance of both the intra-generic focus of the article – the stance taken in a particular article – and the author’s own idiosyncratic preferences in determining the incidence of function words in these articles. The interplay between these two factors provided an explanation as to why the articles of some authors invariably grouped together while those of other authors displayed marked variability. The use of lists of authorial ‘marker words’ – those words used relatively more or relatively less frequently by individual authors – showed that one can think of this large group of mostly anonymous periodical articles as a set of authorial oeuvres. I also look at the frequently made assertion that authors adapted their writing to the ‘house style’ of particular journals, and come to the conclusion that it does not significantly affect the deeper level of style revealed by function word usage. I then examine the question of whether or not there are differences between men’s and women’s usages of function words, coming to the conclusion that, although differences can be seen to exist, it is not at present possible to come up with sets of ‘marker words’ that reveal gender in the way that is possible with authorship. I use ‘marker words’ to identify the characteristics of one major author, George Eliot, and to show how she modified her stylistic practices when she moved from the periodical essay to fiction. I demonstrate how the techniques of computational stylistics can be used to check the legitimacy of some of the attributions made in the Wellesley Index, and I attribute one much-discussed anonymous group of articles on ‘the woman question’ to Robert Cecil 3rd Marquess of Salisbury and Prime Minister of England.

This PhD thesis was set to examine newcomer teenagers’ identity as learners of mathematics and English as an Additional Language (EAL) in the context of their transition into the Canadian educational system. Drawing on Ivanič (1998) who suggests a four-part model for the conceptualization of identity as a co-constitutive multi-dimensional framework, and addressing Ricoeur’s (1992) etymological distinction between idem and ipse (identity as sameness and identity as selfhood), a research design was set up to allow for an exploration of newcomer teenagers’ identity as learners of mathematics and of English as an Additional Language (EAL). The theoretical framework of this study draws on Ivanič’s (1998) four identity-related dimensions of (a) autobiographical identities, (b) authorial identities, (c) discoursal identities, and (d) socioculturally available selfhoods. The research design comprised three sets of data collection through family and individual interviews and focus group discussions. Following a dissemination of a Call for Participants, six families who have recently emigrated from Israel to Canada expressed interest to participate in the research. In total, six sessions of 90-minute family-unit interviews, 16 sessions of 90-minute individual interviews, and two sets of all-parent and all-teenage focus groups lasting 90-minute each yielded 26 interviews of over 39 hours. Data were organized according to the four identity-related dimensions that are developed in the theoretical framework of this study. Multiple, iterative rounds of analyses were conducted to first examine how identity is formulated in and through each of the four dimensions identified in the research literature and later explore the inter-relationship between the four identified dimensions and emergent themes. Findings reveal that teenage newcomers’ identity as learners of mathematics and EAL is multifarious, multidirectional, and inter-animated. While the teenage newcomers struggle with their developing identities as speakers of EAL and learners of mathematics in a new educational system, their collective identity as Israelis who make it against all odds, their developing stances in relation to EAL and mathematics, and the socioculturally available selfhoods draw a complex picture that depicts identity work in its making. Given the findings, the study adds to our understanding of the multifaceted and multidirectional nature of identity as crucial in the learning of EAL and mathematics among teenage newcomers.

Made available in DSpace on 2015-05-07T14:46:41Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4416988 bytes, checksum: 7cffbb2ad9557addbc7554a708d4758f (MD5) Previous issue date: 2012-06-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / It is the environment of cyberspace that journalism in blog has been consolidated and assume new tasks, breaking with patterns created by the newspaper printed and audiovisual media, stimulating a discussion about journalistic practice in this space that the interaction between content producer and the internet enables other communication formats. This study aimed to research the Blog Noblat to understand the set of traits that characterize the brand of the journalist-blogger and embodies the author's style from its production, selection and sorting of content to be published. We associate the modus operandi of Ricardo Noblat the person's own author who can contribute to the categorization of a style of journalism in blog. This categorization is based on the production and transmission of texts as verbal, visual or audiovisual and their consequent implications for journalism exercised in cyberspace. / É no ambiente do ciberespaço que o jornalismo em blog vem se consolidando e assumindo novas tarefas, rompendo com padrões criados pelo jornal impresso e pela mídia audiovisual. Isso tem estimulado uma discussão sobre a prática jornalística nesse espaço em que a interação entre o produtor de conteúdo e o internauta possibilita outros formatos comunicacionais. Este trabalho objetivou-se à investigação do Blog do Noblat para compreender o conjunto de traços que caracterizam a marca do jornalista-blogueiro e personificam o estilo do autor a partir da sua produção, seleção e triagem do conteúdo a ser publicado. Associamos o modus operandi de Ricardo Noblat à personificação do próprio autor, que pode contribuir na categorização de um estilo para o jornalismo em blog. Esta categorização está fundada na produção e veiculação dos textos na forma verbal, visual ou audiovisual e suas consequentes implicações no jornalismo exercitado no ciberespaço.

Made available in DSpace on 2014-06-11T19:29:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-20Bitstream added on 2014-06-13T19:59:47Z : No. of bitstreams: 1 borgato_r_me_arafcl.pdf: 251424 bytes, checksum: bd0fb277990bef95983a257159877337 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O presente trabalho tem o objetivo de analisar a presença do elemento trágico no romance O tempo e o vento, do escritor brasileiro Erico Verissimo. Tal proposta justifica-se não apenas por abordar um aspecto pouco estudado em relação à obra selecionada, mas também por possibilitar o levantamento de questões teóricas relevantes em relação ao gênero romance. A metodologia de pesquisa consiste de etapas distintas. Primeiramente, foi feito um levantamento histórico do conceito de trágico, desde o surgimento da Tragédia Grega até sua apropriação pelos filósofos do idealismo alemão pós-kantiano, com o intuito de formular uma concepção sobre o conceito de trágico. Em seguida, discute-se a possibilidade de manifestação do trágico dentro da forma romance, especificamente por meio da figura do herói; para isso, são abordadas possíveis relações entre três obras modelares da literatura moderna: Hamlet, Werther e Mrs. Dalloway. Na terceira etapa do trabalho, são analisados aspectos de O tempo e o vento que situam a obra na tradição do trágico no romance e, ainda, os elementos da narrativa que demonstram o quanto a narrativa de Verissimo pode ser original dentro dessa tradição. Conclui-se, então, que o fator de originalidade da trilogia é a forma de abordagem da questão autoral. Por meio desta, há a mediação do conflito trágico central do romance, além da busca por trazer unidade à realidade representada através do trabalho estético. Sendo assim, o romance mostra-se capaz de conciliar elementos épicos (busca da unidade) e trágicos (processo dialético representado no conflito do herói) / It is this work’s objective to analyze the presence of the tragic element in the novel O tempo e o vento (written by Brazilian novelist Erico Verissimo). The proposal is justified not only because it approaches a seldom studied aspect about the selected work, but also because it enables the surveying of relevant theoretical questions about novel as a literary genre. The research method consists in different steps. First of all it was made a historical survey about the tragic concept, since the raising of Greek Tragedy until its appropriation by the German idealistic philosophers of the post-Kant era, in order to formulate a concept of tragic. Then it is discussed the possibility of tragic manifestation into the novel’s form, specifically through the hero’s figure; in order to illustrate this possible relations, three archetype works of modern literature (Hamlet, Werther and Mrs. Dalloway) are approached. In the third step of this work some aspects of O tempo e o vento are analyzed, in order to situate the novel in a tradition of the tragic into modern novel, and still elements of the narrative which demonstrate the originality of Verissimo’s work to this tradition are also analyzed. So it is concluded that the factor of originality in Verissimo’s trilogy is the form under which the authorial question is approached. It enables the mediation of the central tragic conflict in the novel, and conveys unity to the reality represented throughout the aesthetic work. In doing so the novel shows itself capable of conciliate epic (the pursuit of unity) and tragic (the dialectic process represented in the hero’s conflict) elements

Na busca pelo fortalecimento do debate público sobre Ciência Tecnologia & Inovação (CT&I), pesquisadores têm abandonado o confinamento de seus laboratórios para se comunicar diretamente com a sociedade, fazendo uso de diferentes suportes midiáticos, dentre os quais incluem-se os espaços de enunciação escrita como as colunas de jornal e os livros de popularização científica. A Tese de doutorado discute as possibilidades de aproximação da Ciência com a sociedade por meio das mídias escritas e propõe uma reflexão crítica sobre o papel de um tipo de autor: o cientista engajado com a Comunicação Pública da Ciência. Mais especificamente, discute o papel de transcriação autoral de um grupo de escritores cientistas no espaço de popularização da CT&I, por meio da comunicação verbal escrita, a partir da análise do discurso consubstanciado em seus livros de ensaios curtos. Metodologicamente, a compreensão da narrativa de popularização e das cenas de enunciação busca suporte na linha francesa de Análise do Discurso. Os resultados obtidos evidenciam que os escritores cientistas se utilizam de alguns recursos epistêmicos e linguístico-literários recorrentes, o que permite conceber o empreendimento ensaístico desses autores em termos de dois modelos estilísticos distintos, mas complementares: o racional e o sensível. A Tese sugere que a composição narrativa textual apoia-se em esquemas de pensamento peculiares, identificados como Refuta/Repara (preponderante no modelo racional) e Conecta/Cria (preponderante no modelo sensível). Demonstra, ainda, que a constituição do gênero de ensaios curtos requer um duplo exercício criativo dos autores: posicionar-se enquanto cientista a respeito de um tema de interesse público e fazê-lo por meio da construção de uma narrativa transcriadora. / In an attempt to empower the public debate about Science, Technology and Innovation (ST&I), researchers are breaking the walls of their laboratories in order to communicate more directly with society through a variety of media, including written spaces of enunciation such as newspaper\'s columns and books of science popularization. The Thesis discusses the possibilities offered by written media to bridge the gap between science and society, and provides a critical analysis about the role of a particular kind of author: the scientist engaged with the Public Communication of Science. Particularly, it discusses the authorial transcreation effort conducted by a group of science writers, looking at their discourse in some popular short essays books. Methodologically, the understanding of both the narrative and the enunciation scenes draws on studies of the French school of Discourse Analysis. Results show that science writers tend to use, systematically, some epistemic and linguistic-literary resources, suggesting that their essayistic enterprise can be interpreted in terms of two distinct but complementary models: the rational and the sentient. The Thesis provides evidence that the authors\' textual narrative composition brings together peculiar ways of thinking, identified as Refute/Repair (predominant in the rational model), and Connect/Create (predominant in the sentient model). It also demonstrates that the constitution of the genre of short essays requires, from science writers, a double creative move: as scientist, to take position about issues of public interest, and to do it by means of a transcreative narrative.

This study aims to define the area that fall in-between predetermined and emergent narratives and pitches the term of “co-authorial narrative” to describe it. Co-authorial narratives are defined by their design of splitting the responsibility of authorship between the developer and the player. The purpose of the study is to prove this concept, with the overall goal of broadening the understanding of emergent narrative.

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No description available.