Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-08-22T19:07:34Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO-GABRIEL FORTES CAVALCANTI DE MACEDO 2014.pdf: 641242 bytes, checksum: 2bb7c2ee2edcc48e354607354b71d00a (MD5) / Made available in DSpace on 2016-08-22T19:07:34Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO-GABRIEL FORTES CAVALCANTI DE MACEDO 2014.pdf: 641242 bytes, checksum: 2bb7c2ee2edcc48e354607354b71d00a (MD5) Previous issue date: 2014-02-27 / CNPQ / O presente trabalho visa o estudo do desenvolvimento de competências argumentativas em estudantes do curso de Psicologia da UFPE a partir da experiência em uma disciplina eletiva do primeiro período do curso (doravante citada como DIP). Este estudo fez uso do banco de dados de um projeto-mãe chamado “O Debate Crítico como contexto de desenvolvimento do pensamento reflexivo”, projeto que adaptou para sala de aula o modelo do Debate Crítico para estimular o desenvolvimento do pensamento reflexivo através do ensino de habilidades argumentativas. O Debate Crítico foi primeiro proposto por Fuentes (2010), pensador chileno, onde o debate serviria como atividade de intensa atividade cognitiva e discursiva, e, para, além disto, atividade dialógica (consideração da voz do outro) e dialética (construção ponderada do conhecimento). Características que se mostraram interessantes para adaptação e aplicação no contexto de sala de aula na Universidade. Objetivo do trabalho é investigar de que maneira o desenvolvimento das competências argumentativas aprendidos em sala de aula podem ser observados longe de seu contexto de gênese, ou seja, em ambientes de configurações diferentes ao da sala de aula, de conteúdo, professor e condições da discussão. Entende-se desenvolvimento como processos de mudança que afetam de forma integral a constituição dos sujeitos, no caso deste estudo, se está diante de processos de mudança na do pensamento reflexivo, caracterizado sumariamente como processo de autorregulação do pensamento. Isto justifica a articulação com argumentação, aqui entendida como atividade cognitivo-discursiva de natureza dialógica/dialética que mobiliza de forma explícita a dimensão reflexiva da cognição. Este estudo filia-se à correntes qualitativas de metodologia da pesquisa em psicologia, em especial, focando nos aspectos discursivos dos dados construídos. Os participantes (3) foram estudantes que participaram da disciplina eletiva referida e que participaram de um debate atípico ocorrido em sala de aula. Foram analisados trechos de participações destes alunos em 5 situações diferentes de uso argumentativo, escolhidas em função do grau de afastamento da situação inicial: a participação no Debate Crítico em sala de aula, contexto esse entendido como o zero do ensino formal de argumentação para os alunos no ensino superior. As situações estudadas foram: o Debate Crítico, um momento atípico dentro da DIP, ciclo de aulas de outra disciplina do curso, um grupo focal temático e a solicitação de material de redes sociais onde o estudante acredite haver usado a argumentação. Os parâmetros de afastamento foram: as regras da interação entre os participantes, a temática da discussão, o contexto onde se inseria e a presença de mediador (professor ou pesquisador). A argumentação foi analisada a partir da unidade triádica formulada por Leitão que ajudará na identificação dos episódios argumentativos e em sua estrutura. Foi feita uma análise do discurso para investigar a transformação dos usos da argumentação em função do distanciamento do Debate Crítico. Os principais resultados deste estudo sugerem que a unidade de análise de Leitão consegue abarcar o fenômeno argumentativo em diferentes contextos discursivos de produção, que o ensino de argumentação ganha outras formas a medida que se afasta do contexto inicial: sendo o foco em justificar suas posições, o endereçamento, a caracterização de seus posicionamentos em forma de polêmicas entre duas posições e a consideração de posições alternativas marcas que sugerem desenvolvimento de competências aprendidas em sala de aula para além de contextos não escolares. O que leva a discussão dos diferentes propósitos que sustentam o ensino da argumentação em sala de aula: argumentação para construir conhecimento e para tomar posicionamento no mundo, ou seja, um modo de pensar e agir no mundo. / This work aims to investigate the development of argumentative competencies in UFPE undergraduate Psychology students from an experience in a non-mandatory course (futher addressed as IPC). This study used the data bank from the “mother-project” “Critical debate model as context of reflective thought development” which consisted in adapting a Critical Debate Model to classroom context in order to promote the development of reflective thought through teaching argumentative skills. The Critical Debate was first proposed by Fuentes (2010), Chilean thinker, where the debate would serve as an intense cognitive and discursive activity, and so, in addition, dialogical (consideration of the voice on the other) and dialectic (rational construction knowledge) enterprise. This works goal is to investigated how the development of argumentative competencies learned in classroom could be observed outside its context of genesis, in other words, in different settings of classroom, content, teacher and ground rules of discussion. Development is understood as the changing process that affects integrally the constitution of human beings, in the present study, we deal with the changing process of reflective thought briefly conceptualized as the self-regulated thinking. This justifies articulating argumentation studies, here understood as a discursive-cognitive dialogical activity which enables explicitly the reflective dimension of cognition. This study stands in the qualitative methodological background of psychological research, in special, focusing the discursive aspects of data analysis. The participants were (3) students enrolled in a non-mandatory Psychology course and were in the class when the atypical debate occurred. It was analyzed the discursive manifestation of the students if 5 different situations chosen due to the degree of deviation from the initial situation in the Critical Debate followed by: the atypical discussion, another Psychology course, focus group discussion and social network material chosen by the students were they used argumentation. The deviation degree criteria were: the ground rules of interaction, the themes discussed by the students, the institutional context and the presence of a discussion mediator. Our analysis was made through the triadic model proposed by Leitão which helped to identify argumentative episodes and its structure. It was made an discourse analysis to investigated the uses of argumentation in the different setting based of the deviation degree from the Critical Debate. The main results were that Leitão’s modeal of argumentation shows to have the potential to analyze broader types of argumentative activities (as the persistence of argumentative structures learned from one context to another). The developmental gains most persistent outside classroom were: the deepening of justification of positions, the addressing to a point of view, featuring one own position through polemic issues and question and the consideration of contrary positions as a form of constructing one’s own opinions. Which come to our conclusion that using argumentative setting in classroom is beneficial for cognitive development: as argumentation helping knowledge construction and to provide students tools for positioning in the world, in other words, develop ways of thinking and acting in the world.

This is a essay about the abortions debate in the Swedish parliament in 1974. This paper sought to find out how the Swedish parliament talks about abortion and about the women that wanted one, by using the idea analysis and the analytical instrument subject positions. The result is that the Swedish parliament debate about the abortion talks about abortion i four different ways. First as a murder, secondly as a emergency measure, thirdly as a free right during the first 18 weeks of the pregnancy and lastly as something that should be completely up to the women. Were the second and third way is the biggest. The way the members of the parliament sees abortion influences the way they se the women and the roll of the society in the abortion situation. One side means that it is a to big burden for the women to carry on there own and that decisions about abortion should be taken in consultation with a welfare officer and a doctor. The other side means that women should have the same rights as men, that they are capable to take decisions about there possibility to take care of the babies.

Allen J. Lichtman and Daniel M. Rohrer write that "Unfortunately, formal debate theory tends to lag behind the actual practice of competitive debate" (70). This statement accurately describes the current controversy surrounding the counter-system counterplans and how they may affect traditional debate theory. These counterplans are increasingly employed by negative teams in intercollegiate debate, but so far, there is no contemporary attempt to explain how they fit into current debate theory. This study will analyze this new genre of counterplans by answering the following questions.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Jack Arends. Dissertation Committee: Dwayne Huebner. Type C project. Includes bibliographical references (leaves 127-130).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The final debate in Swedish television has, since it´s start 1956, been one of the most intense and important elements of the media coverage in the Swedish election campaigns. In the beginning of  1991 the Swedish television monopoly was dismissed and made way for a new situation of competing between public service and new actors of the television market.   This study explores how the final debate in Swedish public service television has changed between  1994 and 2010. This was done by studying the five debates which was broadcasted the week before the election day 1994, 1998, 2002, 2006 and 2010. This study aims to provide information on how the staging and structure of the program has changed since the television monopoly was dismissed and the development of relationships and power between actors in the final debate (hosts and politicians) between 1994 and 2010.   This study was conducted using critical discourse analysis and qualitative content analysis on these five final debates retrieved from Research Service, department of audiovisual media.   The results show that the power of media has grown during this period and that the final debate has gone from being controlled by political logic to being controlled by media logic. In practice this has  led to final debates that are increased in time, simplified, and controlled by the hosts rather than the politicians.

The practice of making international dedications (of days, weeks or years) proliferated in the second half of the twentieth century with the rise of international institutions like the United Nations. The practice contrasts alternative dealings with time i.e. sacred time or dedication as commemoration. International dedications celebrate a concept of social or environmental importance, with a particular emphasis on awareness raising and inculcating change on a practical level. 1995 was the ‘United Nations International Year for Tolerance’. To the study of tolerance, the ‘Year’ marks the apex of tolerance as an object of modern international concern. This thesis is divided into two halves. The former undertakes a close analysis of the build-up to the UN ‘Year of Tolerance’ (Chapter One), the ‘Year’ itself and the subsequent follow-up (Chapter Two). It likewise provides a more general account of the rise and practice of international dedication making. The second half of this thesis addresses the broader theoretical debate on tolerance, 1945-2010. This thesis understands the UN ‘Year of Tolerance’ as a particular institutionalised expression of a specific theoretical mode of tolerance, taken from the theoretical debate on tolerance, and masked by the veneer of cultural universality. It uses 1995 as an artificial marker to gauge continuity and change in the debate on tolerance and to demarcate between Chapter Three-Chapter Four (pre-1995) and Chapter Five-Chapter Six (post-1995). The conclusion summarises the principal points of continuity and discontinuity and finally contextualises the UN ‘Year of Tolerance’ in the theoretical debate on tolerance i.e. as the institutional embodiment of a particular liberal-‘political’ mode of tolerance and an international attempt at final foreclosure of the controversy around tolerance. In seeking to critically account for the UN ‘Year of Tolerance’, and likewise to provide a general overview of continuity and change in the modern theoretical debate of tolerance, this thesis seeks to redress ‘a gap’ in current academic research.

The purpose of this investigation was to determine if a relationship exists between the actual standard used by judges during a tournament and the theory taught in collegiate debate courses.

In philosophy the 'free will question' viz., "do we have free will by which we can freely perform an action of our own?" has been the cause and interest of one of the oldest debates of philosophy. The historical background of the 'free will debate' and of its participants can be traced back to the philosophy of Hellenistic (era) that covers the Peripatetic, Epicurean and Stoics schools. Then, it is extended from the Medieval tradition (St. Augustine, St. Thomas Aquinas and so on) through the Modern (era) philosophy (the Cartesian, the Empiricists and the Common Sense Schools) to the Contemporary philosophy of action. Almost all philosophers of these schools have either directly or indirectly been involved in the debate. Today what we have inherited from this debate, which still continues, is three main doctrines. These are: 'libertarianism', 'determinism', 'compatibilism' (or 'soft determinism'). In fact all these doctrines give rise to the idea that today "there is no single philosophical problem that is the problem of free will. There are rather a great many philosophical problems about free will." (01). This thesis, in the historical frame that has been given above, shall undertake the evaluation of the free will question in "Thomas Reid's (1710-1796) philosophy of action' in the eighteenth century 'Scottish School of Common Sense'. Thus it aims to show the dimensions of Reid's contributions to the free will debate as regards his 'approach', 'method', 'suggestions', 'solutions', 'originality' and his 'influence' on other philosophers.

Both pro-life and pro-choice viewpoints on the moral status of abortion have important insights to offer, but these insights can be difficult for opponents to discern and appreciate. This thesis seeks to uncover and explain some of the underlying moral convictions that inform debates on abortion. Such an inquiry, undertaken within the context of religious ethics, is important for several reasons. First, it educates the public about religious and moral beliefs that are often hidden behind popular slogans. Second, it reveals some common moral convictions, and it may point to the possibility of greater moral agreement. Third, it also reveals stark differences. These differences may continue to divide people, but they ought at least to be better understood. Fourth, this inquiry has the potential to deepen mutual understanding, respect, and civility among people who have strong feelings about abortion, but are also people of good will, for it challenges fellow citizens to encounter each other as intelligent, concerned individuals who are doing what they can to construct a social order that reflects their deepest religious and moral values.