Pretendemos investigar, filiados à Análise de Discurso de linha francesa, a assunção (ou não) à autoria pelo sujeito - professor no contexto escolar, por meio de textos escritos. Pela Análise de Discurso, entendemos que o sujeito, considerado como posição discursiva, pode ocupar a posição - autor dependendo das condições de produção nas quais formula seus dizeres, costurando o intradiscurso (o fio discursivo) no interdiscurso (relação com outros discursos, o já-dito), historicizando, assim, o que diz. Utilizamos, para compreender o movimento do sujeito em relação à autoria no texto escrito, recortes de um corpus formado por 15 textos dissertativo-argumentativos produzidos por 03 sujeitos - professores que atuam no Ensino Fundamental na cidade de Ribeirão Preto. Para a produção desses textos, os sujeitos foram convidados à leitura de textos fílmicos, literário, científico que foram discutidos em 05 encontros, com o objetivo de fazer circular uma multiplicidade de sentidos sobre educação, tema central das produções dos sujeitos. Para compreendermos, então, o funcionamento do discurso dos sujeitos professores no contexto escolar, retomamos a tipologia discursiva de Orlandi (2006a), observando que o discurso pedagógico tende a ser autoritário, isto é, um discurso no qual o sentido aparece como único, não havendo espaço para que os interlocutores possam discutir (ou disputar) os vários sentidos possíveis a partir de suas interpretações/leituras sobre um texto ou qualquer outro objeto simbólico/discursivo, o que implica na forma como o sujeito exerce seu gesto interpretativo. Entendemos que para ocupar a posição de autor, é preciso trabalhar com a polissemia, com o discurso polêmico, criando condições para que o sujeito possa mobilizar, interpretar, colocar em jogo, os vários sentidos possíveis que as leituras dos diversos textos que circulam na escola podem trazer. Para falarmos de sujeito e autoria, retomamos ainda noções caras à Análise de Discurso, tais como formações ideológicas, formações discursivas e imaginárias, memória discursiva, arquivo, os quais conformam o lugar e as possibilidades de enunciar do sujeito. O autor, nessa perspectiva, deve ser responsável pelo que diz e se colocar na origem ilusória de seu texto, produzindo um efeito de coerência e de continuidade entre seu texto e ele próprio (ORLANDI, 2004; FOUCAULT, 2009a, 2009b). Nossas análises mostram que ao tecer um texto dissertativo-argumentativo, o sujeito-professor tende à reprodução dos sentidos, à paráfrase, o que acreditamos se dar devido a forma como o arquivo, seja como campo de documentos (PÊCHEUX, 1997b) ou como campo enunciativo que sustenta a possibilidade de dizer (FOUCAULT, 2009c) é tratado nas atividades escolares, desde as séries iniciais, tendendo à restrição, por meio da leitura, ao sentido permitido, que deve ser reproduzido nas atividades de linguagem ao longo dos anos escolares, o que interdita o acesso do sujeito, seja na posição de aluno ou de professor, à assumir a autoria. Vemos como possibilidade de criar condições para a assunção à autoria no contexto escolar, o trabalho com a polissemia, com o discurso polêmico, instaurando, assim, a possibilidade de o sujeito questionar os sentidos dados como legítimos por efeito da ideologia e tecer novos sentidos, inscrevendo-os no interdiscurso, historicizando-os. / We intended to investigate, based on the French Discourse Analysis, the assumption (or not) of the authorship by the subject teacher in the school context, through written texts. According to Discourse Analysis, we understand that the subject, taken as discursive position, can occupy the position of author depending on the production conditions in which he formulates his speeches, weaving the intradiscourse (the discursive thread) into the interdiscourse (relationship with other speeches, the alredy-said), historicizing, this way, what is said. We used, to understand the subject\'s movement in relation to the authorship in the written text, cuttings of corpus consisting of 15 dissertational-argumentative texts produced by 03 teacher subjects that work in the Elementary and Middle School in the city of Ribeirão Preto. For the production of those texts, the subjects were invited to read a serious of movie, literary and scientific texts, with where then discussed in five meetings in with the objective was to allow the circulation of a multiplicity of meanings about education, the focal theme of the subject´s productions. To comprehend the working of the teacher subject discourse in the school context, we retook the discursive typology by Orlandi (2006a), observing that the pedagogic discourse tends to be authoritarian, that is, a discourse in which the meaning appears as unique; the speakers don\'t have the opportunity to discuss (or to argue) the several possible meanings based their interpretations/readings of a text or any other symbolic/discursive objective, which implicates in the way as the subject exerts his interpretative gesture. We understand that to occupy an author\'s position, it is necessary to work with the polysemy, with the polemical discourse, creating the conditions for the subject to mobilize, to interpret, to consider, the several possible meanings that the readings of the various texts that circulate at the school can bring. To speak about subject and authorship, we still we also considered some highly regarded notions of the Discourse Analysis, such as ideological formations, discursive and imaginary formations, discursive memory, archive, which conform the place and the possibilities of enunciation of the subject. The author, in that perspective, should be responsible for what he says and puts himself in the illusory origin of his text, producing an effect of coherence and continuity between his text and himself (ORLANDI, 2004; FOUCAULT, 2009a, 2009b). Our analyzes show that when weaving a dissertational-argumentative text, the teacher subject leans towards the reproduction of the meanings, to the paraphrase, what we believe is do to the way the archive, either as a documental field (PÊCHEUX, 1997b) or as enunciative field that sustains the possibility to saying (FOUCAULT, 2009c) is treated in the school activities, since the initial series, leading to the limitation, through the reading, to the allowed meaning, witch should be reproduced in the language activities along the academic years, what obstruct the subject\'s access, regardless of his position, as student or teacher, to assume the authorship. The work with the polysemy, with the polemic discourse, establishing the subject possibility to question the meanings taking as legitimate by effect of the ideology, to weave new meanings, enrolling them in the interdiscourse and historicizing them, opens, in our view, the pathway to create the conditions for the assumption of the authorship in this context.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-16T18:17:48Z No. of bitstreams: 1 nathaliacarolinedias.pdf: 2960601 bytes, checksum: 5d7d169cb0231a6e42d78db503c90fb0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-18T11:48:28Z (GMT) No. of bitstreams: 1 nathaliacarolinedias.pdf: 2960601 bytes, checksum: 5d7d169cb0231a6e42d78db503c90fb0 (MD5) / Made available in DSpace on 2017-03-18T11:48:28Z (GMT). No. of bitstreams: 1 nathaliacarolinedias.pdf: 2960601 bytes, checksum: 5d7d169cb0231a6e42d78db503c90fb0 (MD5) Previous issue date: 2016-09-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A cachaça, bebida alcoólica produzida a partir da cana-de-açúcar, tem passado por profundas transformações materiais e simbólicas, particularmente, nas últimas duas décadas. Nesse processo de transformações, novos significados e valores sociais são concedidos à bebida, historicamente de origem brasileira. Sendo assim, adotando olhares hermenêutico-interpretativos, este trabalho caracteriza-se por sua natureza qualitativa, apresentando os resultados de trabalho de campo, entrevistas semiestruturadas e conversas informais realizados na cidade de Paraty, localizada no litoral sul-fluminense. A escolha para tal estudo de caso se justifica por algumas particularidades ligadas à cachaça local. As bebidas produzidas na cidade, ao menos as que se encontram legalizadas junto ao Ministério da Agricultura e ligadas à Associação dos Produtores e Amigos da Cachaça de Paraty (APACAP), possuem o selo do governo federal de Indicação de Procedência, o que lhes certificam a “tradição” na produção da cachaça. Essa tradição histórica, presente nas principais pesquisas sobre o tema, remete ao século XVII, período no qual a bebida desempenhou papel essencial na economia local, a ponto de “Parati” ser inserido no amplo campo dos sinônimos de cachaça. Como busco analisar, a tradição local encontra-se presente também nos discursos e representações sociais dos produtores e moradores da cidade, no entanto, é preciso destacar que não há uma unanimidade nos discursos e representações locais. Sendo assim, este trabalho tem como objetivo apreender e interpretar os distintos significados sobre a cachaça presentes nos discursos e representações sociais de diferentes sujeitos em Paraty, a saber: produtores e trabalhadores ligados à APACAP, comerciantes, moradores e visitantes que estiveram na cidade durante minha experiência em campo. A partir de memórias coletivas conflitantes, a proposta é analisar como essas distintas visões de mundo se relacionam com a construção ideológica da cachaça como identidade e patrimônio cultural local. / Cachaça, alcohol produced from sugarcane, has undergone profound material and symbolic transformations, particularly in the last two decades. In this process of transformation, new meanings and social values are given to the drink, historically from Brazil. Thus, adopting hermeneutic-interpretative looks, this work is characterized by its qualitative nature, presenting the results of fieldwork, semi-structured interviews and informal conversations held in the city of Paraty, located in the South Fluminense coast. The choice for this case study is justified by some peculiarities connected to the local cachaça. The drinks produced in the city, at least those that are legalized by the Ministry of Agriculture and related to the Associação dos Produtores e Amigos da Cachaça de Paraty (APACAP), have the seal of the federal government of Origin Indication, which certifies them "tradition" in the production of cachaça. This historical tradition, presents in major research on the subject, refers to the seventeenth century, when the drink played an essential role in the local economy and "Parati" was inserted in the broad field of cachaça synonymous. As I try to analyze the local tradition is also present in the discourses and in the social representations of producers and residents of the city, however, it must be noted that there is no unanimity in the speeches and local representatives. Thus, this study aims to grasp and interpret the different meanings of the cachaça in the discourse and social representations of different subjects in Paraty, namely producers and workers linked to APACAP, merchants, residents and visitors who were in town during my experience in the field. From conflicting collective memories, the proposal is to analyze how these different worldviews relate to the ideological construction of cachaça as local identity and local cultural patrimony.

This thesis examines students’ experiences of learning to teach mathematics as they complete a primary Postgraduate Certificate in Education to gain qualified teacher status. The research data are drawn from students’ accounts of learning to teach mathematics, which include email communications during their studies and interviews with eight students at the end of the course. Analysis is informed by post-structuralist feminist understandings of discourse, power and knowledge. These tools are used to explore the complexities of learning to teach, the ways in which beginning teachers are ‘produced’, what counts as mathematics and the effects of power relations within pedagogical encounters. I use a reflexive approach to methodology, acknowledging the ways in which my own subjectivity permeates the enquiry, and the ways in which power permeates the research process. The study found performances of gender in students’ accounts of their experiences of the course, both on campus and in schools. Dominant discourses of teaching and mathematics create tensions for students and act as a form of control and categorisation as they strive to be recognised as legitimate mathematics teachers. It is argued that students’ subjectivities are shaped by discursive practices and peer and pedagogical relationships in the context of the course and that students are constituted as mathematical subjects often in inequitable ways. They are both powerful and powerless in different instances as they take up competing discourses, positioning themselves and their peers in shifting locations. Some students are silenced, categorised and marginalised within discourses of mathematics. Most report complying with the established practices of the school and class teacher and focused on the struggle to achieve legitimacy as successful student teachers. They 2 demonstrate both compliance with and resistance to dominant discourses as they are caught between the tensions and inconsistencies of competing and conflicting discourses. A key implication of this study is that teachers, teacher educators and student teachers need opportunities to explore their own gendered subjectivities as learners and teachers and to acknowledge that learning to teach mathematics is not solely a cognitive endeavour but one deeply located in social relations and contexts. Within teacher education more spaces need to be opened up to enable student teachers to embody themselves as mathematics subjects and primary teachers differently.

Whitewashing entails the practice of whitening or altering an historical or fictional characters of colours with the casting of white actors. The lack of diversity in today’s media landscape highlight the importance of problematizing such representational practice usage and effects. This study therefore examines the discourses and meanings found in whitewashed characters from selected scenes in the films Dr Strange and Prince of Persia. The study used the theoretical approach of Richard Dyers “Whiteness”, Edwards Saids “Orientalism and Stuart Halls “Representation and Stereotype “to gain a diverse perspective on the practices of representation. The applied methodological approach of Fairclough Critical Discourse Analysis enabled hidden and unspoken messages to be brought forth and discussed accordingly to the theoretical frames. The study found that the “whitewashing” is an excursion of symbolic power in which it is used to ultimately maintain and produce whiteness as the norm.

There is an adverse reaction to the practice of female circumcision in the West. This study investigates the adverse reaction to reveal the public discourse on female circumcision as one that is gendered. Using a critical discourse analysis, the study examines the body of Western discourses to explore the reproduction of system of gender hierarchy in the discourse. Guided by a theoretical analysis of the ‘private’/’public' divide through which feminine and masculine power is enforced, the study exposes ways in which similar power relation is sustained in the body of Western discourses on female circumcision. The study applies a textual analysis inquiring the language use of the Fran Hosken report and policy statements originating from the United States, United Kingdome, and international organizations. Using various themes that emerged during the textual analysis, the study deconstructs the body of Western discourses on female circumcision and presents the construction of femininity and masculinity. The findings suggest the discursive application of control and power grounded in rationality, science, knowledge and ways of being.

La politique et l’idéologie de la nouvelle gestion publique ont entraîné de nombreuses réformes et un mouvement de rationalisation des organisations du secteur public par la mise en place d’outils et de principes de gestion issus du monde de l’entreprise. La présente thèse analyse l’impact de la nouvelle gestion publique qui ne se limite pas à la dimension administrative des organisations qui y sont soumises. Cette transformation affecte aussi la relation que celles-ci entretiennent avec les usagers, comme c’est le cas dans le secteur médico-social. En analysant le fonctionnement du dispositif de prise en charge de l’autisme en France, cette étude révèle la proximité des logiques d’action du champ clinique avec celles de la gestion des ressources humaines. Prenant comme point de départ le cadre d’analyse de la biopolitique développé par Michel Foucault, notre travail démontre l’existence de cette articulation entre la clinique et la gestion tout en décrivant l’utilité de ce rapprochement pour les acteurs de la prise en charge des personnes autistes. Cette thèse s’inscrit dans une démarche de recherche fondamentale qui tente de repenser la transversalité des outils de GRH au sein des organisations par l’analyse de la production de discours et de la diffusion de savoirs. Il en ressort que la puissance du modèle de la GRH contribue à apporter d’importantes ressources cognitives à des acteurs qui doivent faire face à des situations extrêmement complexes et changeantes. Dans un tel contexte, l’obtention d’un résultat est très incertain car le traitement des cas d’autisme nécessite un travail qui ne peut être complètement maîtrisé. La réalisation des buts du dispositif ne peut alors se faire que par la construction d’une action collective où la recherche de légitimité des pratiques mobilisées assure avant tout une cohésion pluriprofessionnelle et une performance organisationnelle, à défaut de pouvoir mettre en œuvre une performance opérationnelle. / Politics and ideology of the New Public Management resulted in numerous reforms and in a process of rationalization of public sector organizations in the development of tools and management principles from the world of business. This thesis, which analyzes the impact of the new principles of public management, is not limited to the administrative aspects of the organizations to which they apply. This change regarding public management also affects the relationship that public sector organizations have with users, as is the case in the medico-social sector. By analyzing the operation of the management of autism in France, this study reveals the proximity of the logic of action of the clinical field with that of the management of human resources. Using bio-politics as the starting point of the framework of analysis developed by Michel Foucault, this work demonstrates the interrelationship between the clinical dimension and management while describing the utility of this work for supporting people with autism. This thesis is part of a process of fundamental research that attempts to rethink the cross-functionality of HRM tools in organizations by analyzing speech production and dissemination of knowledge. It shows that the power of the model of HRM helps to make available significant cognitive resources to actors who are facing extremely complex and changing situations. In this context, obtaining an outcome is very uncertain because the treatment of autism cases requires work that cannot be completely controlled. Therefore, this can be done only through building collective action where the legitimate mobilized practices ensure a multi-professional and organizational performance coherence, short of implementing an operational performance.

This dissertation provides a critical old-spelling edition of George whetstone's An Heptameron of Civill Discourses (1582). The text follows the principles formulated by McKerrow, Greg, and Bowers. Ten known extant copies of the Heptameron have been collated: the Folger Shakespeare Library STC 25337, copy 3, has been used as the control text. The textual apparatus includes a textual introduction, a bibliographical description of the Heptameron, and lists of substantive emendations, emendations of accidentals, press variants, and variants in the 1593 edition, entitled Aurelia, The Paragon of Pleasure and Princely Delights. The critical introduction summarizes Whetstone's life and works; relates the Heptameron to the Renaissance interest in Italy, to the ideal of civility, to courtesy literature, to dialogue literature, to marriage literature, and to Renaissance prose fiction; discusses Whetstone's sources; and examines the book's structure. The notes explain mythological, historical, literary, and contemporary allusions; identify proverbs; suggest sources; and illustrate the accuracy of Whetstone's observations on Italy. A bibliography, a glossary, and indices of proper nouns, stories, and first lines of poems complete the critical apparatus. The dissertation shows that Whetstone, drawing both on his own experience of Italy and on a variety of literary traditions and sources, fuses fact and fancy into a carefully constructed literary work, in which discussions, dramatic entertainments, poems, and tales are thematically integrated, progressing towards a definite resolution in the Seventh Day's Exercise. / Arts, Faculty of / English, Department of / Graduate

In this study, I examine the ways in which undergraduate students acquire the discourses of their chosen major. In particular, I focus on the complementary contributions of faculty members and academic librarians in students' acquisition of disciplinary discourses. Grounded in genre theory and Gee's (1996) notion of primary and secondary discourses, the study highlights the complex processes that students undergo to acquire and internalize the discourse of an academic discipline. Using a qualitative case-study approach, I consider the interrelated experiences of five undergraduate students, three faculty members, and two librarians at a small liberal arts college in the Midwest. Data sources include students' written assignments gathered from their major coursework throughout their college careers; interviews with student participants, faculty members, and librarians; observational notes and transcripts of lectures in courses taught by professors from four courses; and course artifacts, including course syllabi and assignment sheets from the four courses. Data from this study highlight the complex matrix of influences undergraduate students experience as they acquire the specialized language of an academic discipline. My data provide insight into the ways in which some students are positioned to take up disciplinary discourses with ease while other students struggle to develop the same level of acquisition and academic fluency. I bring to light the instructional and institutional practices that facilitate student learning and document those instances where instructional opportunities were missed and where unwarranted assumptions compromised student learning. I conclude this study with series of recommendations, most notably, a greater participation by academic librarians in order to enhance the acquisition of disciplinary discourses for undergraduate students. Further, my data suggest that collaborative opportunities between and among faculty members and academic librarians are likely to enhance the effective teaching of disciplinary discourses. Because of librarians' role as simultaneous insiders and outsiders to the academic disciplines, they are uniquely well-positioned to assist students in acquiring the disciplinary discourses. This dissertation suggests that by making visible the cultural expectations and practices of academia, faculty members and librarians can collaborate to assist undergraduate students gain entry into the academic discourse community.

The purpose of this study is to examine how discourses regarding gender and parenting are produced and reproduced in assessments about child custody, living and contact arrangements. These court ordered custody evaluations are essential for the courts making the final legal decisions in high-conflict cases where parents are questioning each other’s ability to parent, often accusing each other of various wrongdoings. For the social worker the aim is to assess the situation, focusing exclusively on the best interest of the child. We have looked at eleven evaluations and analysed these with the help of Fairclough´s Critical Discourse Analysis. When reading the assessments, we have focused primarily on the way the parents describe themselves and each other. Additionally, we have looked at how collateral sources (e.g. teachers, day-care personnel, physicians, therapists) describe the parents and lastly, how the social worker describes the parents. Using theories about construction of gender as well as research about parenting, families and the construction of motherhood and fatherhood we have been able to categorize common themes in the reports. These themes are, uninvolved fathers – responsible mothers, mothers who sabotage the father- child relationship, division of labour, values and identification and the best interest of the child. By exploring these themes, we have been able to identify and analyse prevailing discourses as well as counter discourses about gender and parenting. While we have recognized several discourses that can be connected to traditional gender roles, the assessments have also demonstrated the complex reality we live in where discourses about parenting are constantly being challenged and thus, keep changing.

Philosophiae Doctor - PhD / In recent years, many long held assumptions about language and literacy have come to be questioned by so-called "critical" discourses. The result of this questioning at a theoretical level has resulted in a concomitant interrogation of the practices and methodologies intended to develop both phenomena. Situated against the background of this critical questioning, this thesis examines the appropriacy of interventions designed to develop students' academic literacy at the University of Zululand, a historically black South African University. It does this by asking two questions about students' literacy-related experiences. The first question, "How does the University of Zululand construct students' literacy-related experiences?", is answered using an analysis of Senate and Faculty documents, extant study and course guides and archived examination papers. In answering the question, the focus is on the identification and exploration of the ideologies which underpin dominant understandings of students' literacy-related experiences. The answer to the second question, "Is there a way to construct students' literacy-related experiences which is different to dominant understandings at the University of Zululand?", uses ethnographic research to support an analysis of students' written texts produced in a first year Systematic Philosophy class to "talk back" to the dominant understanding of students' literacy-related experiences identified as a response to the first research question. The analysis of students' writing is conducted using a systemic functional linguistic framework (Halliday, 1973, 1978, 1994). A systemic framework relates three different kinds of meanings evident in texts (experiential, interpersonal and textual meanings) to the contexts in which those texts are produced. The framework was used because of its potential to account for the form of students' texts by referring to a mismatch between the expectations of the dominant contexts of culture and situation (the university and the Systematic Philosophy class in which the research was conducted respectively) and the contexts which students themselves use as a reference point.