<p>The aim of this study is to compare metaphors from the 1970 edition of Joseph Conrsd's Heart of Darkness (originally published in 1902) with their Swedish translations in Mörkrets Hjärta, by Einar Hecksher (2006), to see how mwtaphors have been translated from English into Swedish, i.e. to see if there are any structural differences which cause semantic differences to the metaphors. By comparing the original metaphors with their translations, it is possible to point to difficulties, which may cause problems in the translation process. One example indicates that homonyms can be a problem. Nearly all of the English metaphors have been translated as metaphors in Swedish as well. About half of the metaphors studied have been semantically changed in their translations, yet without any pragmatic differences compared to the originals. It seems not that important which theory about metaphors (e.g. Lakoff, Leech, Levinson, Black) is more 'applicable' than the others with regard to translation. The result of translation of metaphors is more likely due to the translator's perception of the source language, rather than to theories about metaphors per se.</p>

Background: The focus of this study is on how far GPs' perceptions of dementia map onto the components and contributing factors to stigma as described by Link and Phelan (2001; 2006) and Jones et al. (1984). Aim: The study explores GPs' perceptions of dementia as a stigma, develops a specific conceptualization of the stigma of dementia and considers implications for timely diagnosis. Methods: Data from twenty-three GPs in northern England were collected by semistructured telephone interviews. Within the context of a qualitative design, a combined process of grounded theory and framework analysis was adopted to collect and analyse data. Results: The findings reveal that GPs' perceptions of dementia map onto Link and Phelan and Jones' identification of contributing factors and components of stigma and may hinder timely diagnosis. Three themes emerged reflecting a dynamic process of making sense of dementia, relating perceptions to oneself and considering the consequences of dementia. Within those themes, certain categories had particular salience for GPs, namely the characteristics of the attribute, existential anxiety and discrimination. The themes and categories are inter-related and can be considered as parts of a system. Perceived lack of reciprocity could be detected in most categories which suggests that it is influential in the social construction of the stigma of dementia. Conclusion: The data suggest that current conceptualizations of stigma are insufficient to fully account for the stigma of dementia. A specific conceptualization of the stigma of dementia is proposed and the implications of GPs' perceptions for timely diagnosis are discussed.

This thesis proposes a comprehensive cognitive account of metaphor understanding that combines aspects of Relevance Theory (e.g. Sperber & Wilson 1986/95; Carston 2002) and Cognitive Linguistics, in particular ideas from Conceptual Metaphor Theory (e.g. Lakoff & Johnson 1980; Lakoff 1987; Johnson 1991) and Situated Conceptualization (e.g. Barsalou 1999; 2005). While Relevance Theory accounts for propositional aspects of metaphor understanding, the model proposed here additionally accounts for nonpropositional effects which intuitively make metaphor feel ‗special‘ compared to literal expressions. This is achieved by (a) assuming a further, more basic processing level of imagistic-experiential representations involving mental simulation patterns (Barsalou 1999; 2005) alongside relevance-theoretic inferential processing and (b) assuming processing of the literal meaning of a metaphorical expression at a metarepresentational level, as proposed by Carston (2010). The approach takes Tendahl‘s ‗Hybrid Theory of Metaphor‘ (2006), which also combines cognitive-linguistic with relevance-theoretic ideas, as a starting point. Like Tendahl, it incorporates the notion of conceptual metaphors (Lakoff & Johnson 1980), albeit in a modified form, thus accounting for metaphor in thought. Wilson (2009) suggests that some metaphors originate in language (as previously assumed by Relevance Theory) and others originate in thought (as previously assumed within Cognitive Linguistics). The model proposed here can account for both. Unlike Tendahl, it assumes a modular mental architecture (Sperber 1994), which ensures that the different levels of processing are kept apart. This is because each module handles only its own domain-specific input, here consisting of either propositional or imagistic-experiential representations. The propositional level, which remains the dominant processing route in utterance 3 understanding, as in Relevance Theory, receives some input from the imagistic-experiential level. This is mediated at a metarepresentational level, which turns the imagistic-experiential representations into propositional material to be processed at the inferential level in the understanding of literal expressions. In metaphor understanding, however, the literal meaning is not processed as meaning-constitutive content. As a result, the imagistic-experiential aspects of the literal meaning in question are not processed as propositional input. Rather, they are held at the metarepresentational level and experienced as strong impressions of the kind that only metaphors can communicate.

Depuis l’aube des civilisations, l’humanité a essayé d’exprimer ses pensées. Pour exprimer ces pensées, l’homme utilise des langages. Les langages peuvent prendre différentes formes qui vont de la parole à l’image en passant par l’écriture. Pour garantir une cohérence et la compréhension de ce qui constitue une double traduction, celle de l’émission d’un message et celle de la réception d’un message, la philosophie a elle aussi tenté d’expliquer la signification de cette suite de caractère que constituent les mots, les phrases, les livres et des discours. Pour arriver à garantir cette cohérence de la signification d’un message, les philosophes ont généralement utilisé des méthodes analytiques dont Descartes a été le premier à décrire les principes. Nous avons donc appliqué ces principes aux différentes philosophies pour arriver à une impasse. L’analyse ne nous permet pas de garantir la compréhension de la signification d’un message. C’est l’intelligence artificielle qui nous a offert une solution. En effet, les travaux de Simon H. A. nous ont conduits à ne plus considérer la signification comme un système simple ou compliqué, mais comme un système complexe. Les méthodes appliquées aux systèmes complexes sont différentes des méthodes appliquées aux autres systèmes. Pour garantir la cohérence entre pensée et langage nous donc avons modélisé la signification au moyen de la systémique. Sur cette base, nous avons ouvert des réflexions sur les mécanismes que le cerveau utilise pour gérer la signification et appliquer notre modélisation à la recherche d’information sur internet non plus sur la base de mots, mais celle de leur signification. / Since the dawn of civilisation, humanity has tried to express its thoughts. To express these thoughts, man uses languages. Languages can take different forms, ranging from speech to images and writing. To ensure consistency and understanding of what constitutes a double translation, that of the transmission of a message and that of the receipt of a message, philosophy has also tried to explain the meaning of this sequence of characters that constitutes words, sentences, books, and speeches. To guarantee this coherence of the meaning of a message, philosophers used analytical methods, of whom Descartes was the first to describe the principles. We have applied these principles to different philosophies to reach an impasse. Analysis does not allow us to guarantee the understanding of the meaning of a message. Artificial intelligence that offered us a solution. Indeed, the work of Simon H. A. led us to no longer consider meaning as a simple or complicated system, but as a complex one. The methods applied to complex systems are different from the methods applied to other systems. To guarantee the coherence between thought and language, we have modelled the meaning using systemic. Using this as a base, we began to reflect on the mechanisms the brain uses to manage meaning and apply our modelling to the search for information on the Internet, based, not on words, but on their meaning.

O presente estudo propõe a criação e aplicação de um método de intervenção voltado ao desenvolvimento da conceituação dos estudantes sobre a escrita considerando-se os aspectos semântico e estrutural de registros textuais lineares. A proposta apresentada sustenta-se na integração da elaboração de mapas conceituais às construções textuais de alunos de ensino fundamental (quarto ano) e médio (segundo ano) em uma rede de produção de notícias online. A investigação foi conduzida como um estudo de caso com unidades incorporadas de análise, prevendo a avaliação de impactos da construção de mapas conceituais no contexto da referida rede sobre a escrita própria e sobre a escrita alheia. Foram constituídas como fontes de evidências para a análise os textos produzidos pelos alunos, os mapas conceituais produzidos sobre os registros textuais próprios e de colegas, a transcrição de entrevistas realizadas com orientação do Método Clínico Piagetiano e diários de bordo do grupo de alunos do ensino médio. A fundamentação teórica para a condução do estudo foi encontrada na Epistemologia Genética de Jean Piaget e no aporte proporcionado pela Linguística Textual. O acompanhamento dos processos de conceituação sobre a escrita foi realizado com base na triangulação de dados referentes aos níveis de desenvolvimento da escrita linear, à taxonomia topológica e à taxonomia semântica de mapas conceituais. Os resultados alcançados permitem concluir um grau de desenvolvimento recíproco no que tange à conceituação sobre a escrita linear e à construção dos mapas conceituais no contexto de intervenção, favorecendo tomadas de consciência no processo de revisão com vistas ao aprimoramento estrutural e semântico dos registros, sobretudo em produções realizadas por alunos de quarto ano do ensino fundamental. / This study presents the evaluation of a proposal for the creation and implementation of an intervention method focused on the development of students’ conceptualization on written language considering semantic and structural aspects of linear texts. The proposal rests on the integration of concept mapping to textual constructions of elementary school (fourth grade) and high school (second grade) students in an online news production network. The investigation was carried out as a case study with incorporated units of analysis, focusing on the assessment of impacts of the construction of concept maps in the context of a news production network on personal writing and on the classmates’ writing. The sources of evidence for the analysis were constituted by the texts produced by the students for the network, the concept maps produced on the personal texts and on the classmates’ texts, the transcription of the interviews performed with guidance of Jean Piaget's Clinical Method and high school students’ daily records. The theoretical framework for the study was based on Jean Piaget’s Genetic Epistemology and on the contribution provided by Text Linguistics. The assessment of the processes of conceptualization on students’ writing was based on the triangulation of data according to the levels of development of linear writing, topological taxonomy and semantic taxonomy for concept maps. The results indicate a reciprocal development with regard to the conceptualization of linear writing and the construction of concept maps, favoring consciousness-raising in the process of reviewing texts, in order to improve semantic and structural aspects of written language, mainly considering productions performed by fourth grade elementary school students.

Submitted by BRUNA ASSEM SASSO null (bru.sasso@hotmail.com) on 2016-04-04T22:23:40Z No. of bitstreams: 1 DISSERTAÇÃO BRUNA ASSEM SASSO.pdf: 1406834 bytes, checksum: 64acc0fa11386f1b32e11063d8b1de79 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-06T16:36:04Z (GMT) No. of bitstreams: 1 sasso_ba_me_mar.pdf: 1406834 bytes, checksum: 64acc0fa11386f1b32e11063d8b1de79 (MD5) / Made available in DSpace on 2016-04-06T16:36:04Z (GMT). No. of bitstreams: 1 sasso_ba_me_mar.pdf: 1406834 bytes, checksum: 64acc0fa11386f1b32e11063d8b1de79 (MD5) Previous issue date: 2016-03-09 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho trata de buscar as possíveis relações entre o desenvolvimento do pensamento e da linguagem oral e a aquisição da linguagem escrita, segundo Jean Piaget e Emilia Ferreiro. Parte dos seguintes questionamentos: será que existe(m) relação(ões) entre a psicogênese do pensamento e da linguagem oral e a psicogênese da língua escrita? E qual o papel da linguagem oral na aquisição da língua escrita? Realizamos então um estudo comparativo entre o processo de aquisição da língua escrita e o processo de aquisição da língua oral abordados em duas obras consideradas clássicas dos referidos autores, e, mediante tal análise, encontramos que tanto no desenvolvimento do pensamento e da linguagem oral, quanto no desenvolvimento da língua escrita, existe um processo construtivo de natureza conceitual. Pudemos ainda evidenciar que na aquisição da linguagem escrita o sujeito leva em conta a aquisição da linguagem oral e em ambas as psicogêneses o papel da imagem é crucial: servindo tanto de base como de empecilho para os progressos. Assim, certos de que não basta simplesmente ao sujeito ter uma linguagem para alcançar uma escrita, acreditamos que é antes necessário a ele certo grau de reflexão sobre a linguagem oral que lhe permita tomar consciência dos mecanismos de suas propriedades, pois há um estreito vínculo entre o desenvolvimento da língua oral e o da língua escrita, que deve ser considerado pelos pedagogos para a compreensão da língua escrita das crianças. / This work is to seek possible links between the development of thought and spoken language and written language acquisition, according to Jean Piaget and Emilia Ferreiro. Some are the following questions: is (are) there relationship between the psychogenesis of thought and oral language and the psychogenesis of written language? What is the role of oral language in the acquisition of written language? Then, we carried out a comparative study of the written language acquisition process and the acquisition of spoken language addressed in two works considered classic of these authors, and through this analysis, we found that both in the development of thought and oral language, as in the development of written language, there is a constructive process of conceptual nature. Furthermore, we show that in the acquisition of written language, the subject takes into account the acquisition of spoken language and, in the two developments, the role of the image is crucial: serving both base as hindrance to progress. Thus, certain that not simply just the subject have a language to reach a written, we believe that it is rather necessary to it a degree of reflection on the oral language that allows to be aware of the mechanisms of their properties, because there is a close link between the development of oral language and the written language, which should be considered by educators in understanding the written language of children.

Cette étude porte sur l’inscription physique et symbolique des mains dans le système grammatical et conceptuel de l’anglais. Une attention particulière a été portée au rôle des mains dans les conceptualisations métonymique et métaphorique de notions plus ou moins abstraites. De façon plus générale se pose la question du rôle des mains (physique et symbolique) dans l’organisation interne de la langue et l’expression de la pensée. Pour répondre à cette question, une étude quantitative du corpus écrit British National Corpus (BNC) a été faite, dans lequel des morphèmes polysémiques évoquant les parties et mouvements du corps ont été classés, en confrontant leurs utilisations littérales, métonymiques et métaphoriques. Notre recherche a permis d’explorer l’hypothèse d’un “corps symbolique de la cognition” (Lapaire 2008) opérant sur des matières et des espaces abstraits, avec des mains imaginaires. Elle a aussi permis d’explorer la manière dont la conceptualisation métonymique et métaphorique de ces morphèmes “fonctionne”, en “décomposant” le sens conceptuel de ces derniers. Les effets grammaticaux qu’entrainent une telle utilisation conceptuelle ont également été analysés. La grammaticalisation (Traugott 2000) permet de montrer comment les parties du corps et leurs activités prototypiques sont intégrées aux systèmes grammaticaux. Ces derniers ne sont pas autonomes, la grammaire inscrivant dans ces formes l’expérience physico-culturelle de l’environnement. / This study treats the presence of physical and symbolical hands in the grammar and the conceptual structures of English. The role of the hands in the metonymical and metaphorical conceptualization of more or less abstract notions will be highlighted. More generally, this raises the question as to what the role of the hands (physical and symbolical) is in the structures of the English language and in thought. To answer this question, a quantitative study of mostly the written British National Corpus (BNC), has been made, in which polysemous terms relating to body parts and body part movements, have been searched and classified according to their literal, metonymic, and metaphorical uses. This research study will allow for the exploration of the hypothesis of the Idealized Body of Cognition (Lapaire 2008), which works on abstract materials and spaces with imaginary hands. It will also allow for an exploration of the way conceptualization of the body works by “decomposing” its meaning. The consequences such conceptualized uses of the body may have in grammar will also be explored. Grammaticalization (Traugott 2000) will show how body parts and their prototypical activities may be integrated in grammatical systems. This latter are not autonomous, inscribing in their forms the physico-cultural experience of the environment. / Questo studio tratta della presenza della mani, fisiche e/o simboliche, nella grammatica e nelle strutture concettuali della lingua Inglese, in particolare, saranno evidenziate le loro concettualizzazioni metonimiche e metaforiche, più o meno astratte. In generale, si tratta di analizzare il ruolo delle mani (fisiche e simboliche) nelle strutture della lingua Inglese e nel pensiero. A tal fine, lo studio si è basato su una ricerca quantitativa della British National Corpus (BNC) che ha classificato i termini polisemici riguardanti parti del corpo ed i relativi movimenti, a secondo del loro uso letterale, metonimico o metaforico. Questo studio si pone come obiettivo quello di esplorare l’ipotesi di un corpo simbolico della cognizione (Idealized Body of Cognition, Lapaire 2008) che agisce su materiali e spazi astratti con “mani immaginarie”. Non solo, ma anche di esplorare la maniera, in cui la concettualizzazione del corpo “funziona”, “scomponendo” questo senso concettuale, fino ad indagare sulle conseguenze che tali usi concettuali del corpo hanno nella grammatica. La grammaticalizzazione (Traugott 2000) mostrerà come parti del corpo e le loro prototipiche attività possono essere integrati nei sistemi grammaticali, quest’ultimi non sono autonomi e inscrivono nelle loro forme l’esperienza fisico-culturale dell’ambiente.

O presente estudo propõe a criação e aplicação de um método de intervenção voltado ao desenvolvimento da conceituação dos estudantes sobre a escrita considerando-se os aspectos semântico e estrutural de registros textuais lineares. A proposta apresentada sustenta-se na integração da elaboração de mapas conceituais às construções textuais de alunos de ensino fundamental (quarto ano) e médio (segundo ano) em uma rede de produção de notícias online. A investigação foi conduzida como um estudo de caso com unidades incorporadas de análise, prevendo a avaliação de impactos da construção de mapas conceituais no contexto da referida rede sobre a escrita própria e sobre a escrita alheia. Foram constituídas como fontes de evidências para a análise os textos produzidos pelos alunos, os mapas conceituais produzidos sobre os registros textuais próprios e de colegas, a transcrição de entrevistas realizadas com orientação do Método Clínico Piagetiano e diários de bordo do grupo de alunos do ensino médio. A fundamentação teórica para a condução do estudo foi encontrada na Epistemologia Genética de Jean Piaget e no aporte proporcionado pela Linguística Textual. O acompanhamento dos processos de conceituação sobre a escrita foi realizado com base na triangulação de dados referentes aos níveis de desenvolvimento da escrita linear, à taxonomia topológica e à taxonomia semântica de mapas conceituais. Os resultados alcançados permitem concluir um grau de desenvolvimento recíproco no que tange à conceituação sobre a escrita linear e à construção dos mapas conceituais no contexto de intervenção, favorecendo tomadas de consciência no processo de revisão com vistas ao aprimoramento estrutural e semântico dos registros, sobretudo em produções realizadas por alunos de quarto ano do ensino fundamental. / This study presents the evaluation of a proposal for the creation and implementation of an intervention method focused on the development of students’ conceptualization on written language considering semantic and structural aspects of linear texts. The proposal rests on the integration of concept mapping to textual constructions of elementary school (fourth grade) and high school (second grade) students in an online news production network. The investigation was carried out as a case study with incorporated units of analysis, focusing on the assessment of impacts of the construction of concept maps in the context of a news production network on personal writing and on the classmates’ writing. The sources of evidence for the analysis were constituted by the texts produced by the students for the network, the concept maps produced on the personal texts and on the classmates’ texts, the transcription of the interviews performed with guidance of Jean Piaget's Clinical Method and high school students’ daily records. The theoretical framework for the study was based on Jean Piaget’s Genetic Epistemology and on the contribution provided by Text Linguistics. The assessment of the processes of conceptualization on students’ writing was based on the triangulation of data according to the levels of development of linear writing, topological taxonomy and semantic taxonomy for concept maps. The results indicate a reciprocal development with regard to the conceptualization of linear writing and the construction of concept maps, favoring consciousness-raising in the process of reviewing texts, in order to improve semantic and structural aspects of written language, mainly considering productions performed by fourth grade elementary school students.

nÃo hà / Nesta pesquisa, analisamos as caracterÃsticas e mecanismos que tornam a categorizaÃÃo, como processo cognitivo, um Sistema Adaptativo Complexo e as estratÃgias de categorizaÃÃo que atuam na emergÃncia de inferÃncias para a conceitualizaÃÃo da categoria VIOLÃNCIA e a subcategoria VIOLÃNCIA URBANA. Nosso suporte teÃrico para a investigaÃÃo dos nossos objetivos sÃo os pressupostos do paradigma do caos, da complexidade e dos sistemas complexos, conforme delineados por Bertalanffy (1977), Morin (2005), Holland (1995; 1998) e Larsen- Freeman e Cameron (2008; 2012), que propÃem os conceitos de sistemas, complexidade, atratores, espaÃo fase e caracterÃsticas e mecanismos de um Sistema Adaptativo Complexo. No caso do processo inferencial, buscamos amparo teÃrico na Teoria da RelevÃncia, conforme proposta por Sperber e Wilson (1995; 2001), Feltes (1999; 2007), Alves e GonÃalves (2006) e Yus (2008; 2013). Para chegarmos à caracterizaÃÃo da categorizaÃÃo como Sistema Adaptativo Complexo, levamos em consideraÃÃo as propriedades apresentadas por Holland (1995) e Larsen- Freeman e Cameron (2008), buscando ampliar o conceito e explicar a instabilidade do sistema categorizacional à luz da complexidade (MORIN, 1977). Para essa investigaÃÃo com base na complexidade foi necessÃrio ainda incluir o conceito de sistema, espaÃo fase e atratores tÃo caros à abordagem metodolÃgica utilizada. Esse procedimento resultou em uma tipologia de estratÃgias de categorizaÃÃo para anÃlise e explicitaÃÃo de como se aciona os diversos espaÃos possÃveis para conceitualizaÃÃo de VIOLÃNCIA. Escolhemos a categoria VIOLÃNCIA para investigar nosso objetivo tendo em vista a atualizaÃÃo do assunto nos Ãltimos vinte anos e pelos trabalhos com essa categoria realizados por Larsen-Freeman e Cameron, Macedo e Feltes, cujos estudos serviram de base para nossa proposta metodolÃgica. Para verificarmos nossas hipÃteses, utilizamos como desenho metodolÃgico uma pesquisa com observaÃÃo direta e intensiva de 33 categorizadores que responderam a questionÃrios sobre a categorizaÃÃo de VIOLÃNCIA e participaram de protocolos verbais para verificaÃÃo dos mecanismos de inferenciaÃÃo. Os resultados das anÃlises permitem as seguintes conclusÃes: a categorizaÃÃo de VIOLÃNCIA possui propriedades e mecanismos dos Sistemas Adaptativos Complexos, pois os sistemas apresentam no todo e nas partes, variedade dentro de uma estabilidade. Os categorizadores utilizam o processo inferencial para acionar os atratores que levam ao espaÃo fase em que se encontram diversos conhecimentos sobre violÃncia para sua conceitualizaÃÃo de forma estratÃgica. / In this research, I analyzed the characteristics and mechanisms that make categorization, as a cognitive process, a Complex Adaptive System and the strategies of categorization that work in the emergency of inferences for the conceptualization of the category VIOLENCE and subcategory URBAN VIOLENCE. The theoretical support for the investigation of the research aims are the assumptions of the paradigm of chaos, complexity and complex systems, as outlined by Bertalanffy (1977), Morin (2005), Holland (1995, 1998) and Larsen-Freeman and Cameron ( 2008; 2012), who propose the concepts of systems, complexity, attractors, phase space and characteristics and mechanisms of a Complex Adaptive System. In the case of inferential process, I sought theoretical support in Relevance Theory, as proposed by Sperber and Wilson (1995, 2001), Feltes (1999, 2007), Alves and GonÃalves (2006) and Yus (2008, 2013). To get to the characterization of categorization as a Complex Adaptive System, I considered the properties presented by Holland (1995) and Larsen-Freeman and Cameron (2008), seeking to expand the concept and explain the instability of the categorical system based on the complexity theory (Morin, 1977). For this investigation, based on the complexity theory, it was also necessary to include the concept of system, phase space and attractors so relevant to the methodological approach used in this research. Such a procedure resulted in a typology of categorization strategies for the analysis and explanation of how the various feasible spaces for the conceptualizing of VIOLENCE are triggered. The category "VIOLENCE" was chosen for analysis in view of its update status in the last twenty years and the various researches on the subject carried out by Larsen-Freeman and Cameron, Macedo and Feltes, scholars whose studies served as basis for the methodological proposal of this thesis. In order to verify the research hypotheses, a methodological design which involved intensive direct observation of 33 categorizers was used. The participants answered questionnaires about the categorization of VIOLENCE and participated of verbal protocols to verify the inference mechanisms involved in the process. The analyses result allow for the following conclusions: VIOLENCE categorization has the properties and mechanisms of Complex Adaptive Systems because the systems present, in whole and in parts, variation within a stable range. The categorizers use the inferential process to trigger the attractors that lead to the phase space in which diverse knowledge about violence is available for its conceptualization in a strategic way.

Até o presente, todas as avaliações de regime político tiveram que escolher um lado ao depararem- se com o trade-off entre tipo e grau. Esforços dicotômicos e tricotômicos produziram avaliações tipológicas significativas, mas incapazes de estabelecer gradações entre países muito diferentes. Trabalhos policotômicos ou contínuos forneceram avaliações nuançadas, todavia as tipologias que derivam deles são casuísticas e baseadas em distinções artificiais. Ademais, avaliações de países em desenvolvimento frequentemente apresentam sérios problemas de validade e adequação conceitual. Este estudo usa insights da lógica de fuzzy sets de modo a superar o mencionado trade-off, mediante o desenvolvimento de uma avaliação original de regimes que é contínua e de natureza tanto qualitativa como quantitativa, apresentando maior poder discriminatório do que todas as demais disponíveis na literatura. O trabalho também mostra que aspectos relacionados ao primado da lei são cruciais para o exame de regimes políticos e não podem ser desconsiderados, sobretudo quando países em desenvolvimento são analisados. Colômbia e Venezuela foram os casos em que o arcabouço elaborado foi aplicado, o que resultou em avaliações que apresentam menos problemas de validade e adequação conceitual do que as produzidas por Cheibub, Gandhi e Vreeland, Freedom House e Polity IV. / So far, all measures of political regimes had to choose sides when faced with the trade-off between degree and type. Polychotomous or continuous works provide nuanced evaluations, but the classifications they use are casuistic and based on ad hoc distinctions. Dichotomous and trichotomous attempts, although producing meaningful classifications, are incapable of distinguishing between very different countries. Additionally, evaluations concerning developing countries often present serious validity and conceptual adequacy problems. This study uses insights from fuzzy sets logic in order to overcome the mentioned trade-off by developing an original measure of regimes that is continuous and both qualitative and quantitative in nature, exhibiting more discriminating power than all the others available in the literature. This work also shows that aspects related to the rule of law are crucial to assessments of political regimes and should not be overlooked, especially when developing countries are examined. Colombia and Venezuela were the cases to which the measure elaborated was applied, what resulted in evaluations that present less validity and conceptual adequacy problems than the ones produced by Cheibub, Gandhi and Vreeland, Freedom House and Polity IV.