Orientador: Trajano Augusto Ricca Vieira / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T13:41:27Z (GMT). No. of bitstreams: 1 Lopes_DanielRossiNunes_D.pdf: 3523469 bytes, checksum: 9626ac1aaa6aa2e992e4270a9d8aa9c6 (MD5) Previous issue date: 2008 / Resumo: O presente trabalho tem como objetivo oferecer uma interpretação sobre o problema da retórica no diálogo Górgias de Platão. O enfoque específico, todavia, não é o problema ético-político ressaltado pela crítica platônica, que certamente é central no pensamento do filósofo, mas a presença de elementos típicos dos gêneros retóricos na própria constituição do diálogo enquanto novo gênero literário. Minha proposta de leitura, portanto, é mostrar como a retórica está presente, de diversas formas, no modo de discurso e de escrita que Platão opta para expor suas idéias filosóficas. Analiso também a interface entre o diálogo e a comédia e a tragédia do ponto de vista da construção dos caracteres das personagens, tendo em vista as referências de Platão a Epicarmo e Eurípides no drama filosófico. Por fim, apresento a tradução do diálogo Górgias como complemento ao trabalho / Abstract: This work intends to offer an interpretation of the problem of rhetoric in the Plato¿s Gorgias. The specific approach, however, is not the ethic and politic problem emphasized by the platonic criticism, which is certainly central in the philosopher¿s thought, but the presence of typical elements of the rhetoric genres in the constitution of the dialogue as a new literary genre. My interpretation¿s purpose, then, is to show how the rhetoric participates in different ways in the mode of discourse and writing that Plato opts to explain his philosophical ideas. I analyze too the interface between dialogue and comedy and tragedy in the point of view of the characters¿ construction, since Plato refers to Epicarmus and Euripides in the philosophical drama. Finally, I present the Gorgias¿ translation as complement of this work / Doutorado / Letras Classicas / Doutor em Linguística

Orientadores: Luci Banks-Leite, Dominique Maingueneau / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T06:00:03Z (GMT). No. of bitstreams: 1 Marchesan_EduardoCaliendo_D.pdf: 2048113 bytes, checksum: 806c163710f980fba397fc4862566758 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa apresenta a descrição da fórmula x para o trabalho em gêneros ligados à instituição educacional brasileira entre as décadas de 1950 e 1980. Trata-se da descrição da emergência, da contestação e, finalmente, do estabelecimento de um objeto discursivo como evidência. Avançamos a hipótese de que x para o trabalho emerge como a tentativa de integração de dois ensinos até então apartados, o ensino técnico e o ensino acadêmico. O emprego e as transformações por que passa este significante estão relacionadas às próprias transformações do sistema educacional brasileiro no período tratado / Abstract: This research presents the description of a formula, x para o trabalho, in its path through the Brazilian educational institution between 1950 and 1982. It is the description of a discursive objet: its emergence, the debates around it and, finally, its acceptance as an evidence. Our hypothesis proposes x para o trabalho as a new kind of object that emerges in the 1950¿s and enters the national educational institution as an attempt to merge two kinds of school: the academic and the professional. The uses of this signifier and the changes it goes through are related to the educational institution¿s transformations in this period and are central to its reconfiguration / Doutorado / Psicologia Educacional / Doutor em Educação

Place, culture, identity: A critical discourse analysis of media representations in Västerbotten The aim of this thesis is to analyse how representations in newspaper media constructs and reconstructs conceptions of place, culture and identity in the county of Västerbotten located in northern Sweden. The study is based on 26 different newspaper articles from two local agencies located in Västerbotten, Folkbladet and Västerbottens-kuriren. Adopting the method Critical Discourse Analysis (CDA), this paper explores how differentiation is made through the use of language and how media divides and represents different characteristics as symbolic of the municipality Umeå, the hinterland (inlandet) and the county of Västerbotten. Even though the study shows that there are multiple different opinions regarding the "true" culture and identitity of the different spaces, the study reveals the presence of a political neoliberal agenda that aims to redefine the locals idea of culture in the different communities for marketing purposes. It is found that media representations are influenced by a political attempt to present the geographical spaces as a part of a new and exotic cultural centre in Europe, wherefor the articles reflect an ongoing conflict of definition between locals and politicians in Västerbotten.

This quasi-experimental Analysis of Covariance (ANCOVA) study explored whether the vocabulary and reading comprehension mean scores of Hispanic Kindergarten ELs whose teachers were trained to utilize Dialogic Reading (DR) discourse were higher than the mean scores of Hispanic ELs in kindergarten whose teachers were not trained to utilize DR discourse strategies. Sixty-three self-identified Hispanic, English Language Kindergarten students and four teachers participated in the study. The teachers were randomly assigned to either the experimental group (DR trained) or control group by drawing names from a hat. Student assignment to experimental versus comparison group was based on the teacher’s assignment to either the experimental or comparison group. Thirty-one were assigned to the control group and 32 to the experimental group. The teachers were instructed to read the story to a group of six students (maximum) at a time, utilizing the DR discourse strategies they had been trained to implement. Subjects were read a story each week during the 8-week duration of the study. Teachers in the experimental group collaboratively selected 10 words each week from the Read Together Talk Together (RTTT) instructional stories that were utilized for vocabulary instruction. A test of homogeneity was conducted to evaluate whether the variance among the dependent variables was the same across the groups. An Analyses of Covariance (ANCOVA) was applied to analyze students’ vocabulary and comprehension mean scores in the experimental group and the comparison group. The results of the study demonstrated a significant increase in the vocabulary and reading comprehension mean scores for the students whose teachers had been trained in DR discourse strategies. When comparing the two groups, the results revealed a statistically significant difference (p < 0.05). In conclusion, this study was conducted to explore how DR discourse may be an effective technique to teach literacy skills. The findings of this study showed that vocabulary knowledge and reading comprehension of Hispanic ELs were positively affected by the teachers’ inclusion of dialogue during storybook reading. Its outcomes accentuated the need for teachers to provide assistance to ELs as they develop vocabulary knowledge and reading comprehension skills.