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Esta pesquisa investigou os processos de referenciação do ponto de vista argumentativo, e observou, especificamente, as ocorrências de expressões nominais definidas e indefinidas em discursos produzidos por grupos políticos em situação de debate na televisão. O corpus selecionado compreendeu um debate político organizado pelo programa Roda Viva, transmitido pela TV Cultura de São Paulo, em 15 de julho de 2005, cujos debatedores, deputados e senadores, integrantes da CPI dos Correios, estavam divididos em dois grupos partidários: a oposição, formada por representantes dos partidos PFL, PPS e PSDB, e os governistas, do partido do PT. Estabelecemos em quais condições específicas de produção esse discurso foi elaborado e observamos as características específicas tanto do suporte, quanto do gênero no corpus selecionado. Analisamos a interação entre os debatedores, para observar a seleção lingüística a que cada um deles procedeu para construir determinados referentes, e examinamos o encaminhamento argumentativo que se constituiu na rede referencial. Enfim, investigamos como as orientações argumentativas se construíram de maneira interativa entre os grupos, já que estes, apesar de cumprirem o mesmo papel social na situação interacional, encontravam-se em posições partidárias distintas. Adotamos por referencial teórico: estudos sobre a referenciação, em Mondada e Dubois (2003), Apothéloz (2003), Marcuschi e Koch (1998); reflexões em torno da argumentação, em Perelman e Olbrechts-Tyteca (1958, 2002), Charaudeau (2006) e Aquino (1997); investigações sobre a modalidade falada da língua quanto às questões de interação, em Aquino, Fávero e Andrade (1998) e Marcuschi (2001). / This research investigated the referencial processes from the argumentative point of view, and observed, specifically, the occurrences of nominal expressions in political debates in the media. The corpus consisted of a political debate organized by Roda Viva, a program transmitted by TV Cultura of São Paulo, on July 15 2005, whose participants (politicians) were divided into two groups: the opposition, formed by PFL, PPS and PSDB members, and governmetalists, who belonged to the PT. The particular conditions of production of the participants´ discourses were described and the specific characteristics of both the support and the genre were observed. The analysis of the interaction between the participants was carried out in order to observe the linguistic selection that each one of them used to construct the textual referents, and to examine the argumentative orientation that was established in the referencial net. At last, we investigated how the argumentative orientations were constructed interactively by the groups, since they, in spite of having the same social role, took opposite stands. The adopted bibliographical references were: studies on the referentiation, in Mondada and Dubois (2003), Apothéloz (2003), Marcuschi and Koch (1998); reflections upon argumentation, in Perelman and Olbrechts-Tyteca (1958, 2002), Charaudeau (2006) and Aquino (1997) stand out; inquiries on spoken language, specially concerning interaction questions, in Aquino, Fávero and Andrade (1998) and Marcuschi (2001).

Submitted by Edisangela Bastos (edisangela@ufpa.br) on 2018-04-10T17:47:44Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ParafraseAtividadeArgumentativa.pdf: 3744445 bytes, checksum: 2d46be03f4707bedb16faa2621f6efcf (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2018-05-04T13:20:06Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ParafraseAtividadeArgumentativa.pdf: 3744445 bytes, checksum: 2d46be03f4707bedb16faa2621f6efcf (MD5) / Made available in DSpace on 2018-05-04T13:20:06Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ParafraseAtividadeArgumentativa.pdf: 3744445 bytes, checksum: 2d46be03f4707bedb16faa2621f6efcf (MD5) Previous issue date: 2001-12-05 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Ce travail, s'occupant de textes oraux produits à l'intérieur de l'université, établit comme son objet les mécanismes paraphrastiques consideres comme activité de reformulation textuelle. Comprenant que l'action argumentative est le résultat d'un travail d'interaction entre les interlocuteurs, les mécanismes paraphrastiques, comme on l'a dit, n' accomplissent pas seulement la fonction de fixer le senso Dans ce mouvement, des sens s'ouvrent, permettant au texte d' avancer dans une direction donnée, determineé par l' orientation argumentative. A partir d'une telle compréhension, on soutient que le processus de formulation textuel ne découle pas de la simple juxtaposition d'énoncés. Ce sont les projets des interlocuteurs défendant leur thêse qui déterminent les choix de formulation et reformulation. C'est parce que le locuteur atlend une réplique de l'autre, comme le soutient Bakhtine, qu'il décide de reformuler des énoncés d'une maniêre et non d' une autre, orientant l' interlocuteur vers les conclusions désirées. C' est ainsi que l' organisation textuelle n' est pas gratuite, mais motivée par un vouloir-dire, au sens bakhtinien du terme. Celui qui parle a un but à atleindre, et son discours est planifié dans l'interlocution, de maniêre à ce que les ressources expressives s'organisent avec cohérence en direction de ce but Ainsi, nons soutenons que la paraphraseest une activité argumentative. / O presente trabalho, ocupando-se de textos orais produzidos no interior da universidade, estabelece como objeto de estudo os mecanismos parafrásticos, considerados como atividades de reformulação textual que atuam decisivamente como estratégias argumentativas no fazer textual. Compreendendo que a ação argumentativa é resultado de um trabalho da interação entre os interlocutores, defende-se a posição de que os mecanismos parafrásticos, ao retomarem um jádito, não cumprem apenas a função de fixar sentidos. Nesse movimento, abrem-se sentidos, permitindo que o texto avance para uma dada direção, movido pela orientação argumentativa. Por essa via de compreensão, prevalece a defesa de que o processo de formulação textual não decorre da simples justaposição de enunciados. Os propósitos que movem os interlocutores é que determinam as escolhas de formulação e reformulação. É porque o locutor espera uma contrapalavra do outro, como defende Bakhtin, que ele decide reformular enunciados de um jeito e não de outro, orientando o interlocutor para as conclusões desejadas. Assim sendo, a organização textual não é gratuita, mas motivada por um querer-dizer, na visão bakhtiniana do termo. O falante tem um propósito a atingir, e seu discurso é planejado na interlocução, de maneira que os recursos expressivos se organizam coesivamente em direção a esse propósito. Assim defendemos que a paráfrase é uma atividade argumentativa.

Educational standards increasingly emphasize argumentation skills as goals fundamental to academic success, but schools largely fail to develop these skills in students, particularly among those in educationally disadvantaged populations. The present study examines development of argument skills among disadvantaged middle schoolers by engaging them in dialogs with a more capable adult over the course of a school year, in the context of a twice-weekly argumentation curriculum. Over four successive topics, participants in the curriculum engaged in six sessions of argumentive dialog per topic. Dialogs were conducted electronically between a pair of peers holding the same position on the topic and successive peer pairs holding the opposing position. Students were randomly assigned to treatment and comparison conditions. For students in the treatment condition, unknown to participants (due to the electronic medium), for half of the dialogs the opposing peer pair was replaced by an educated adult. These alternated with dialogs with peer pairs. Students in the comparison condition participated only in peer dialogs. The adult model arguers sought to concentrate their input on advanced argument strategies, identified as Counter-C (critique) and Counter-U (undermine), to the maximum extent possible. Effects on students were evaluated by their performance in their peer dialogs over the year and in a final dialogic assessment on a new topic in which students argued individually with an opponent (rather than in collaboration with a same-side peer). By the second of four topics, the more advanced argument strategies began to appear in a greater proportions of utterances in the dialogs of students in the treatment condition, compared to those in the comparison condition. The effect of condition increased over successive topics. It also persisted beyond the treatment context to the transfer task. These findings are suggestive of the power of engagement with a more competent other as a means of developing higher-order cognitive skills, as well as less complex social and cognitive competencies, where learning through apprenticeship has already been demonstrated to be a powerful learning mechanism. These findings are of particular significance for the educationally disadvantaged population studied here, who often are afforded inadequate opportunities to develop higher-order cognitive skills. Pedagogical and social implications are discussed.

Although converging evidence indicates that argumentive thinking and writing are best promoted by collaboration with others, it is still unclear which instructional approaches exert most benefits. The present study builds on the success of using a dialogic approach to develop argumentation skills in middle school students. The key component of the approach used here is the creation of an adversarial classroom setting in which students engage deeply in dialogic argumentation, which is viewed here as a process involving two or more individuals who hold opposing views. In dialogic argumentation, the focus of students’ attention will tend to center on the discursive goals of strengthening their own positions and weakening the position of the opponents. These goals of discourse ensure that students not only exercise supporting their claims with reasons and evidence but also practice making and responding to critiques, which is said to promote students’ mastery of the argument-counterargument-rebuttal structure. While the literature describes compelling advantages of dialogic approaches, it also reports valid concerns. A main concern is that during dialogic argumentation arguers have diverging goals of advancing their own positions, which may prevent the integration of opposing arguments. In an attempt to explore whether this disadvantage can be minimized, the present study examines whether the addition of a collaborative writing activity, as a form of peer argumentation that draws students’ attention towards a converging goal, to the dialogic curriculum provides students a further degree of support in developing their argumentive writing skills. It is hypothesized that collaborative writing would serve as a bridge between dialogic and individual argumentation by changing the focus of students’ attention from the adversarial to the collaborative dimensions of argumentation. To examine this hypothesis, two classes of sixth grade students participated in a month-long intervention that promoted deep engagement in dialogic argumentation on a series of challenging topics. Groups differed only with respect to participation in collaborative writing. Analysis of individual essays on the final intervention topic indicates that students who participated in collaborative writing showed gains relative to students who didn’t in coordinating evidence with claims, specifically in drawing on evidence to make claims that are inconsistent as well as consistent with their favored positions. On a transfer topic, students in the collaborative writing condition continued to surpass students in the individual writing condition; however, the gains were restricted to drawing on evidence to make claims that are consistent with the students’ favored positions. The results support the claim that the combination of adversarial and collaborative forms of peer argumentation in classroom instruction is a promising path for developing middle school students’ argumentive writing skills. Theoretical and practical implications are discussed.

Esta pesquisa investigou os processos de referenciação do ponto de vista argumentativo, e observou, especificamente, as ocorrências de expressões nominais definidas e indefinidas em discursos produzidos por grupos políticos em situação de debate na televisão. O corpus selecionado compreendeu um debate político organizado pelo programa Roda Viva, transmitido pela TV Cultura de São Paulo, em 15 de julho de 2005, cujos debatedores, deputados e senadores, integrantes da CPI dos Correios, estavam divididos em dois grupos partidários: a oposição, formada por representantes dos partidos PFL, PPS e PSDB, e os governistas, do partido do PT. Estabelecemos em quais condições específicas de produção esse discurso foi elaborado e observamos as características específicas tanto do suporte, quanto do gênero no corpus selecionado. Analisamos a interação entre os debatedores, para observar a seleção lingüística a que cada um deles procedeu para construir determinados referentes, e examinamos o encaminhamento argumentativo que se constituiu na rede referencial. Enfim, investigamos como as orientações argumentativas se construíram de maneira interativa entre os grupos, já que estes, apesar de cumprirem o mesmo papel social na situação interacional, encontravam-se em posições partidárias distintas. Adotamos por referencial teórico: estudos sobre a referenciação, em Mondada e Dubois (2003), Apothéloz (2003), Marcuschi e Koch (1998); reflexões em torno da argumentação, em Perelman e Olbrechts-Tyteca (1958, 2002), Charaudeau (2006) e Aquino (1997); investigações sobre a modalidade falada da língua quanto às questões de interação, em Aquino, Fávero e Andrade (1998) e Marcuschi (2001). / This research investigated the referencial processes from the argumentative point of view, and observed, specifically, the occurrences of nominal expressions in political debates in the media. The corpus consisted of a political debate organized by Roda Viva, a program transmitted by TV Cultura of São Paulo, on July 15 2005, whose participants (politicians) were divided into two groups: the opposition, formed by PFL, PPS and PSDB members, and governmetalists, who belonged to the PT. The particular conditions of production of the participants´ discourses were described and the specific characteristics of both the support and the genre were observed. The analysis of the interaction between the participants was carried out in order to observe the linguistic selection that each one of them used to construct the textual referents, and to examine the argumentative orientation that was established in the referencial net. At last, we investigated how the argumentative orientations were constructed interactively by the groups, since they, in spite of having the same social role, took opposite stands. The adopted bibliographical references were: studies on the referentiation, in Mondada and Dubois (2003), Apothéloz (2003), Marcuschi and Koch (1998); reflections upon argumentation, in Perelman and Olbrechts-Tyteca (1958, 2002), Charaudeau (2006) and Aquino (1997) stand out; inquiries on spoken language, specially concerning interaction questions, in Aquino, Fávero and Andrade (1998) and Marcuschi (2001).

Esta dissertação investiga o processo evolutivo das trocas interindividuais a partir da perspectiva da descentração com fundamentação na concepção epistemológica piagetiana. Esta fundamentação destaca a possibilidade do sujeito desprender-se do seu ponto de vista e levar em consideração outros aspectos para finalmente coordená-los. Trata-se de uma pesquisa qualitativa – estudo de caso realizada no Curso de Graduação Licenciatura em Pedagogia, na modalidade a distância (PEAD) da Universidade Federal do Rio Grande do Sul. O curso destina-se à formação em pedagogia de professores leigos de Escolas Públicas do Rio Grande do Sul. Para tanto, a coleta de dados foi realizada a partir da seleção de registros de participação dos alunos em formação no fórum virtual e lista de discussão e possibilitou a construção dos níveis que indicam o processo do egocentrismo à descentração em situações de trocas interindividuais. Os resultados apontam que as interações influenciam no processo de aprendizagem dos alunos em formação, sendo possível observar que as trocas também contribuem para estimular o processo de descentração, propiciando assim condições de coordenar pontos de vista diferentes. Os resultados também indicam que os alunos em formação demonstram dificuldades em trabalhar em comum, pois as participações apresentam alto índice de registros com características egocêntricas, não demonstrando assim que os participantes estabelecem relação com o ponto de vista dos colegas, condição necessária para que a descentração ocorra. A partir dos resultados, podemos concluir que a descentração é um processo evoluído e que cada nova oportunidade de troca permite que ocorra a evolução das trocas interindividuais. Isto nos mostra a fecundidade da teoria piagetiana como suporte para análise de processos interativos em contextos na modalidade a distância. / This thesis investigates how the exchanges occur between the individuals in the forum and discussion list and how you can view the process of egocentrism to taking off the Center from him through the levels provided for in the design analysisbased epistemological piagetiana. This is a qualitative research - a case study conducted in the course of graduate degree in pedagogy, in the programmer of distance learning (PEAD) of the Federal University of Rio Grande do Sul state, Brazil. The course is addressed to the formation of teachers of public schools of Rio Grande do Sul state, Brazil. For this, the data collection was carried out from the selection of records of participation of students in formation in virtual forum and discussion list and possible see the levels that indicate the process of egocentrism to taking off the Center from him in situations of trade between individuals. The results indicate the importance of interactions to the learning process of students in formation and it was possible to see that exchanges stimulate the process of taking off the Center from him thereby providing conditions to coordinate different points of view. The results also indicate that students in formation demonstrate difficulties to working together, this is evidenced by the high rate of participation egocentric, therefore in most of the shares don’t show establish relation with the point oh view of the classmates, condition that’s necessarie to the pocess of taking the center of him occur. From the results we can conclude that the process of taking the Center of him is an evolving process and that each new opportunity to exchange allows that the evolution of the exchanges between the individuals. This shows us the fecundity of the theory piagetiana as support for analysis of interactive processes in contexts in the distance mode.

Submitted by Cleide Dantas (cleidedantas@ufpa.br) on 2017-01-26T13:54:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_AcoesMediadorasAlunos.pdf: 2824091 bytes, checksum: 35e488c569a20f3fc5046a896577c473 (MD5) / Approved for entry into archive by Cleide Dantas (cleidedantas@ufpa.br) on 2017-01-26T13:58:04Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_AcoesMediadorasAlunos.pdf: 2824091 bytes, checksum: 35e488c569a20f3fc5046a896577c473 (MD5) / Made available in DSpace on 2017-01-26T13:58:04Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_AcoesMediadorasAlunos.pdf: 2824091 bytes, checksum: 35e488c569a20f3fc5046a896577c473 (MD5) Previous issue date: 2012-08-06 / Este trabalho inscreve-se entre os estudos da Linguística Aplicada e tem como objetivo identificar ações mediadoras desempenhadas por alunos da turma de 2007 do Curso de Especialização Ensino-Aprendizagem da Língua Portuguesa por meio da interpretação de mensagens postadas nas discussões do fórum de discussão. Durante os trabalhos desenvolvidos no período de oferta da primeira disciplina, Pragmática Linguística, a constatação de que alguns alunos da turma de 2007 atuavam como mediadores, ao interagir com os colegas, levou à realização da presente pesquisa, que consistiu na investigação das condições que podem fazer do aluno um mediador, contribuindo, assim, para o estudo da mediação semiótico-pedagógica que se dá em contexto online. Partindo-se da noção de mediação de Vygotsky (1967/2008), buscou-se, em trabalhos de autores interessados no estudo das condições em que se realiza o ensino-aprendizagem online e na interação por meio do fórum – como Gunawardena (1999), Garrison e Anderson (2003), Pallof e Pratt (2004), Coffin et al. (2005, 2006), Celani e Collins (2006), Collins (2008), Coll e Monereo (2010), Monereo e Pozo (2010), entre outros – subsídios teóricos para a interpretação das mensagens postadas por alunos mediadores, com base na orientação da hermenêutica de Ricoeur (2002, 2006, 2009), para quem as ações expressas em textos escritos podem tornar-se objeto da ciência. Às considerações às quais levou a pesquisa indicam a importância do fórum como um espaço privilegiado para a mediação feita por alunos com relação a seus colegas. / This research is inserted in the realm of Applied Linguistics studies and aims to identify mediating actions performed by students in the 2007 class of the Specialization Course Teaching and Learning of the Portuguese Language for through the interpretation of messages posted in the discussion forum. During the activities developed in the course of Linguistic Pragmatics discipline, the finding that some students when interacting with their classmates acted as mediators led to the conception of this research whitch investigated the conditions that can make the student a mediator, thus contributing to the study of semiotic-pedagogic mediation that takes place in the online context. By starting from the Vygotsky’s notion of mediation (1967/2008), the theoretical foundation of this study was grounded in authors interested in researching on the conditions under which interaction through forums are carried out in the online courses – such as Gunawardena (1999), Garrison e Anderson (2003), Pallof e Pratt (2004), Coffin et al. (2005, 2006), Celani e Collins (2006), Collins (2008), Coll e Monereo (2010), Monereo e Pozo (2010), among others. The interpretation of messages posted by student mediators was based on the hermeneutic orientation supported by Ricoeur (2002, 2006, 2009), for whom the actions expressed in written texts can become an object of science. The research interpretation indicates the importance of the discussion forum as a privileged space for mediations made by students toward their peers.

<div> <div> <div> <p>Researchers studying persuasion have mostly focused on modeling arguments to understand how people’s beliefs can change. However, in order to convince an audience the speakers usually adapt their speech. This can be seen often in political campaigns when ideas are phrased - framed - in different ways according to the geo-graphical region the candidate is in. This practice suggests that, in order to change people’s beliefs, it is important to take into account their previous perspectives and topics of interest. </p><p><br></p> <p>In this work we propose ChangeMyStance, a novel task to predict if a user would change their mind after being exposed to opposing views on a particular subject. This setting takes into account users’ beliefs before a debate, thus modeling their preconceived notions about the topic. Moreover, we explore a new approach to solve the problem, where the task is decomposed into ”simpler” problems. Breaking the main objective into several tasks allows to build expert modules that combined produce better results. This strategy significantly outperforms a BERT end-to-end model over the same inputs. </p> </div> </div> </div>