In this study, genre is a central concept. With a theoretical basis in three pragmatical genre traditions, an analytical tool is formulated, making it possible through different criteria to identify varied expressions of the genre notion in the syllabus for Swedish with a focus on early compulsory school and three textbooks with explicit focus on the teaching of genres. The analysis mainly draws upon six writing discourses (Ivanič, 2004), which enables me to study the actual and potential expressions of genre in the curriculum and study materials.The analysis shows that the written genre expressed in the analysed text materials is heavily influenced by a sociosemiotic perspective of genre, emphasizing internal structure, and that it is, regardless of study material, situated within the genre discourse. The variation in how genres are expressed in the texts concern whether they are influenced by the process discourse or social practices discourse as well. Genre is also discussed from a sociorhetorical perspective, focusing on the social context, but is shown to have limited expression in the text materials within this study.The study concludes that the genre notion within the Swedish curriculum for the school subject Swedish in primary school and within the study materials have de-emphasised the social purpose of genres. It also concludes that genre is too varied and complex in its semantic and pragmatic variation in different discourses inside and outside of school practises to be recognized in actual teaching.

Le sujet de notre thèse porte sur la représentation des personnages féminins dans les enluminures décorant les manuscrits du roman en prose de Lancelot du Lac, appartenant au cycle littéraire arthurien du Lancelot-Graal, réalisés entre le second quart du XIIIe siècle et la fin du XVe siècle. Ce roman courtois de chevalerie, qui connaît un grand succès aux XIIIe-XVe siècles, contient un nombre et une variété remarquables de personnages féminins. L’objectif est d’étudier comment l’ambivalence ou l’ambiguïté qui caractérisent la plupart, pour ne pas dire l’ensemble, de ces personnages – à cause, entre autres, de leurs liens évidents ou latents avec un Autre monde merveilleux et d’une nature féminine pensée globalement de manière équivoque au Moyen Âge – se manifestent dans les images. Pour cela, nous procédons à une analyse à la fois iconographique, stylistique et comparative des enluminures ornant vingt-neuf manuscrits du Lancelot du Lac. Nous nous intéressons aussi à la représentation de figures féminines dans d’autres œuvres d’art et littéraires médiévales, pour la mettre en regard avec celle du Lancelot. L’interprétation picturale du roman, opérant la transition entre le personnage littéraire et la figure iconographique, les relations complexes qui se nouent entre les catégories ontologiques (humain/féerique ; féminin/masculin...) dans la conception de ces derniers, sont au cœur de notre travail. Les représentations révèlent une image complexe, mouvante et contrastée de la femme et du féminin marqués par l’altérité, où les éléments issus du texte interfèrent avec la créativité et la culture visuelle des enlumineurs. Elles nous conduisent, de fait, à aller au-delà des stéréotypes imposés notamment par l'Église, au-delà des réalités sociales et historiques, pour améliorer nos connaissances sur l'imaginaire qui se développe autour du genre féminin à l'époque médiévale. / The subject of our thesis concerns the representation of female characters in the illuminations decorating the manuscripts of the prose romance of Lancelot du Lac, which belongs to the Arthurian literary cycle of the Lancelot-Grail, produced between the second quarter of the 13th century and the end of the 15th century. This courtly chivalric romance, which was a great success in the 13th-15th centuries, contains a lot of female characters of a remarkable variety. The objective is to study how ambivalence and ambiguity that characterize most, if not all, of these characters - because of, among other things, their obvious or latent links with a marvellous Otherworld and a feminine nature thought generally equivocally in the Middle Ages - are shown in the pictures. For it, we proceed to an iconographic, stylistic and comparative analysis of the illuminations in twenty-nine manuscripts of the Lancelot du Lac. We are also interested in the representation of female figures in other artistic and literary works of the Middle Ages, to compare it with that of the Lancelot. The pictorial interpretation of the text, making the transition between the literary character and the iconographic figure, the complex relationships between ontological categories (the human/the fairy ; the feminine/ the masculine) in the conception of these, are at the heart of our work. The representations reveal a complex, unstable and contrasting image of the woman and the feminine marked by alterity, where the elements of the text interfere with the creativity and the visual culture of illuminators. In Fact, they lead us to go beyond the stereotypes imposed mainly by the Church, beyond the social and historical realities, to improve our knowledge about the imagination that is developed around the female gender in medieval times.

Made available in DSpace on 2016-04-28T19:33:48Z (GMT). No. of bitstreams: 1 Karlene do Socorro da Rocha Campos.pdf: 10725568 bytes, checksum: 10f11e3686df42cbc9257674a1e09cfb (MD5) Previous issue date: 2014-06-03 / This research is inserted in the fields of Linguistics and Distance Education, specifically of Online Education. It comprises the study of digital genre homepage on subjects of the graduation course Mathematics Teaching Education - Distance Mode offered by the Pontifical Catholic University of São Paulo (PUC-SP). We are based mainly on sociorhetorical conception of textual genre, in which genre is conceived as a pragmatic entity. In relation to this entity, the notions of purpose, context and action are interlinked. From this perspective, to produce a genre, users aim to achieve a certain purpose, and the success of the action that the genre conveys depends on the language choices appropriate to the communicative situation. Our hypothesis is that knowledge of the sociorhetorical organization of homepage genre helps the instructional designer in the development of educational activities that promote a positive interaction between participants of online distance learning courses and pedagogical contents, and consequently promote their involvement in the teaching and learning process. In order to test it, we examined this organization in homepages of courses offered in the 2nd half of 2012, considering the twodimensional analysis of genre model (ASKEHAVE; NIELSEN, 2004), that is founded on the sociorhetorical analysis proposed by Swales (1990), and that consider in the reading and navigating modes of digital genres, communicative purposes; functional units (rhetorical movements and links); and rhetorical strategies employed to achieve the communicative purpose. Primarily, we are based on studies of genre as social action (MILLER, 2009, 2009a [1984], 2009b [1992]; BAZERMAN, 2006 [1997]; 2009a [2004], 2009b [1994]; SWALES, 1990; BHATIA, 1993), as well as on studies of digital text genre (MARCUSCHI, 2010 [2004]; ASKEHAVE; NIELSEN, 2004) and hypertext (LEMKE, 2002; FINNEMANN, 1999). This thesis is a case study based on observation and description of a phenomenon in a specific context (MARTINS, 2008 [2006]; YIN, 1984; 2005 [2003]; TRIVIÑOS, 1987). The results obtained show that the knowledge of sociorhetorical organization of homepage genre provides an organization of pedagogical contents more oriented to interests and needs of users. Consequently, this knowledge contributes to the student engagement with the educational process / Esta pesquisa insere-se nos campos da Linguística e da Educação a Distância, mais especificamente da Educação Online, e consiste no estudo do gênero textual digital homepage em disciplinas do curso Matemática Licenciatura Modalidade a distância, oferecido pela Pontifícia Universidade Católica de São Paulo (PUC-SP). Embasamo-nos, principalmente, na concepção sociorretórica de gênero textual, em que o gênero é concebido como uma entidade pragmática, na qual se entrelaçam as noções de propósito, contexto e ação. Nessa ótica, ao produzirem um gênero, os usuários visam a atingir um determinado propósito, e o sucesso da ação que o gênero veicula depende das escolhas linguísticas adequadas à situação comunicativa. Nossa hipótese é que o conhecimento da organização sociorretórica do gênero homepage auxilia o designer instrucional a promover uma interação positiva dos participantes de cursos online a distância com o conteúdo pedagógico e, consequentemente, a promover o seu envolvimento com o processo de ensino e aprendizagem. Para testá-la, examinamos essa organização nas homepages de disciplinas oferecidas no 2º semestre de 2012, na perspectiva do modelo de análise bidimensional de gêneros (ASKEHAVE; NIELSEN, 2004), que parte da análise sociorretórica proposta por Swales (1990) e considera, nos modos de leitura e navegação dos gêneros digitais, os propósitos comunicativos; as unidades funcionais que os caracterizam (movimentos retóricos e links); as estratégias retóricas empregadas para o alcance dos propósitos comunicativos. Pautamo-nos, principalmente, em estudos de gênero como ação social (MILLER, 2009, 2009a [1984], 2009b [1992]; BAZERMAN, 2006 [1997]; 2009a [2004]; 2009b [1994]; SWALES, 1990; BHATIA, 1993); de gênero textual digital (MARCUSCHI, 2010 [2004]; ASKEHAVE; NIELSEN, 2004) e de hipertexto (LEMKE, 2002; FINNEMANN, 1999). O presente trabalho é um estudo de caso, fundado na observação e descrição de um fenômeno em contexto específico (MARTINS, 2008 [2006]; YIN, 1984; 2005 [2003]; TRIVIÑOS, 1987). Os resultados obtidos demonstram que conhecer a organização sociorretórica do gênero homepage propicia a organização de conteúdo pedagógico mais voltada aos interesses e às necessidades dos usuários. Por conseguinte, contribui para o envolvimento do aluno com o processo educacional