Esta tese propõe uma reflexão sobre o ensino da hipérbole na escola, adequada às exigências do ensino de língua materna, consoante ao papel que língua e linguagem exercem na interação verbal. Inicia-se com a investigação de disciplinas lingüísticas que entendem o texto como prática discursiva alternada entre interlocutores mutuamente influenciados, e se estende à análise produtiva da hipérbole na construção argumentativa do enunciador. Aproveita a (quase) consolidada presença do texto jornalístico em sala de aula, como veículo de informação, e acrescenta o estudo discursivo das hipérboles como estratégia do enunciador das colunas políticas e editoriais jornalísticos, no diálogo textual. Busca a identificação das pistas deixadas pelo enunciador, em marcas formais, com a intenção de (inter)agir sobre o leitor. Oferece possíveis leituras das palavras utilizadas pelo jornalista, considerando os vários elementos constitutivos da cena enunciativa; apresenta a possibilidade de aplicação de alguns conteúdos gramaticais em estrutura discursiva textual e sugere exercícios de compreensão e produção de texto / This work proposes a reflection upon the teaching of hyperbole in secondary schools in Brazil, adapted to the demands of the teaching of a mother tongue, accordingly to the role that language plays in verbal interaction. It begins by investigating linguistic disciplines that understand the text as the practice of a written discourse alternated between mutually influenced interlocutors and extends itself to a useful analysis of the hyperbole in the construction of the argument by the speaker. It benefits from the (almost) consolidated presence of journalistic texts in classrooms as a vehicle for information and adds the discursive study of hyperbole as a strategy of politics columnists and editorial writers in textual dialogue. It searches for the clues left by the writer, in formal marks, aiming to interact with the reader. It offers possible readings for the words used by the journalist, taking in consideration the different elements that compose the so-called "enunciation scene"; it presents the possibility of applying grammatical subjects to a discursive text structure and suggests comprehension and text production exercises

Esta tese propõe uma reflexão sobre o ensino da hipérbole na escola, adequada às exigências do ensino de língua materna, consoante ao papel que língua e linguagem exercem na interação verbal. Inicia-se com a investigação de disciplinas lingüísticas que entendem o texto como prática discursiva alternada entre interlocutores mutuamente influenciados, e se estende à análise produtiva da hipérbole na construção argumentativa do enunciador. Aproveita a (quase) consolidada presença do texto jornalístico em sala de aula, como veículo de informação, e acrescenta o estudo discursivo das hipérboles como estratégia do enunciador das colunas políticas e editoriais jornalísticos, no diálogo textual. Busca a identificação das pistas deixadas pelo enunciador, em marcas formais, com a intenção de (inter)agir sobre o leitor. Oferece possíveis leituras das palavras utilizadas pelo jornalista, considerando os vários elementos constitutivos da cena enunciativa; apresenta a possibilidade de aplicação de alguns conteúdos gramaticais em estrutura discursiva textual e sugere exercícios de compreensão e produção de texto / This work proposes a reflection upon the teaching of hyperbole in secondary schools in Brazil, adapted to the demands of the teaching of a mother tongue, accordingly to the role that language plays in verbal interaction. It begins by investigating linguistic disciplines that understand the text as the practice of a written discourse alternated between mutually influenced interlocutors and extends itself to a useful analysis of the hyperbole in the construction of the argument by the speaker. It benefits from the (almost) consolidated presence of journalistic texts in classrooms as a vehicle for information and adds the discursive study of hyperbole as a strategy of politics columnists and editorial writers in textual dialogue. It searches for the clues left by the writer, in formal marks, aiming to interact with the reader. It offers possible readings for the words used by the journalist, taking in consideration the different elements that compose the so-called "enunciation scene"; it presents the possibility of applying grammatical subjects to a discursive text structure and suggests comprehension and text production exercises

Este trabalho tem como objetivo principal contribuir para o aperfeiçoamento do professor de matemática seja ele em formação ou em atuação. Buscamos oferecer um material que possa servir de referência técnica, histórica e epistemológica para o estudo do Logaritmo Natural. Discutimos aqui o conceito de Conhecimento Especializado do Conteúdo, cunhado por pesquisadores da Universidade de Michigan e liderados por Deborah Ball. Em seu artigo Content Knowledge for Teaching: What Makes It Special? (2008), eles levantam a questão \"Qual matemática o professor deve conhecer para dar cabo do trabalho de ensinar?\", dado que o conhecimento matemático necessário para o docente difere do conhecimento matemático requerido em outras profissões. Fazemos aqui uma análise crítica da abordagem utilizada para o tema em alguns livros didáticos de Ensino Médio, descrevemos de modo detalhado a construção da Função Logarítmica como realmente ocorreu no século XVII, ou seja, por meio de áreas de regiões sob a curva xy = 1, e definimos a função exponencial como a inversa dela, enfoque esse com caráter fortemente geométrico e que deu origem à noção de integral definida. Mostramos também a estreita relação existente entre as Progressões Aritméticas, Geométricas, Trigonometria e o próprio tema principal. Obtemos ainda a formalização do número irracional e tanto pelo método tradicional usado em livros de Cálculo e Análise como a decorrente da teoria apresentada. Por fim, apresentamos algumas situações curiosas que envolvem direta ou indiretamente essa constante e que podem ser trabalhadas com alunos da Educação Básica. / The main objective of this work is to contribute to the improvement of the mathematics teacher, whether in training or acting. We seek to offer a material that can serve as a technical, historical and epistemological reference for the study of the Natural Logarithm. We discuss here the concept of Specialized Content Knowledge, coined by University of Michigan researchers and led by Deborah Ball. In your article Content Knowledge for Teaching: What Makes It Special? (2008), they raise the question \"What mathematics does the teacher need to know for teaching?\", since the mathematical knowledge required for the teacher differs from the mathematical knowledge required in other professions. Here we present a critical analysis of the approach used for the subject in some high school textbooks. We describe in detail the construction of the Logarithmic Function as actually occurred in the seventeenth century, that is, through areas of regions under the curve xy = 1, and we define the exponential function as the inverse of it, a focus with a strongly geometric character that gave rise to the notion of definite integral. We also show the close relationship between Arithmetic, Geometric, Trigonometry and the main theme itself. We also obtain the formalization of the irrational number e, both by the traditional method used in Calculus and Analysis books and by the theory presented. Finally, we present some curious situations that directly or indirectly involve this constant and that can be worked with Basic Education students.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-23T12:13:58Z No. of bitstreams: 2 Dissertação - Diego Maradona Félix da Silva - 2013.pdf: 10239500 bytes, checksum: 681c4dea258fdbd3bf04715b9c50c6c0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-23T12:38:00Z (GMT) No. of bitstreams: 2 Dissertação - Diego Maradona Félix da Silva - 2013.pdf: 10239500 bytes, checksum: 681c4dea258fdbd3bf04715b9c50c6c0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-23T12:38:00Z (GMT). No. of bitstreams: 2 Dissertação - Diego Maradona Félix da Silva - 2013.pdf: 10239500 bytes, checksum: 681c4dea258fdbd3bf04715b9c50c6c0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-03-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Hyperbole and its Applications begins with a brief historical background on the origins of the conic sections analysis, followed by a proposition of a new approach to the conic sections studies in High School, due to the large amount of important applications these studies have in everyday life. The rst chapter of the research presents the primary concepts necessary to a good hyperbole study understanding. After presenting this concepts the research focuses in the evidence of the hyperbole concept, its most important elements, the rotary axis and the hyperbole properties. Among these properties, the main object of this study is the re ective hyperbole property, since it can be applied to many elds of study such as Astronomy, in the Telescopes and even Navigations. Some other properties are brie y mentioned during this work and others have a more detailed approach. Finally, a largely used new coordinates system is presented - the Polar Coordinate System. The research purpose is to infer, by the use of this new system, the equations of the ellipse, parable and hyperbole. / A Hipérbole e suas Aplicações inicia-se com um breve contexto histórico sobre o qual se originou o estudo das cônicas e propõe uma abordagem diferenciada para o estudo de cônicas no Ensino Médio devido a grande quantidade de aplicações importantes das propriedades das cônicas no cotidiano. O primeiro capítulo do trabalho trata-se dos conceitos preliminares para um bom estudo da hipérbole. Logo em seguida apresentamos o conceito de hipérbole, seus principais elementos, rotação de eixos e propriedades da hipérbole. Dentre essas propriedades, o principal objeto de estudo será a propriedade re etora da hipérbole, pois é esta que tem aplicações nos mais variados ramos da ciência tal como Astronomia, nos telescópios e na navegação. Algumas aplicações serão citadas brevemente e outras abordadas com mais detalhes. Finalizando, apresentaremos um novo sistema de coordenadas também muito utilizado: o sistema de Coordenadas Polares e adotando esse novo sistema, deduzir as equações da elipse, parábola e hipérbole.

The aim of this study is to compare and contrast the use of hyperbole or exaggeration in spoken Czech and English language. The research is based on comparative approach to two samples accounting for 100 hyperbolic instances in Czech and 100 instances of hyperbole in English. The Czech sample has been randomly excerpted from the oral part of the Czech National Corpus ORAL2008, whereas the English sample has been randomly excerpted from the "spoken context-govern" and "spoken demographic" sections of The British National Corpus. The two samples are subject to analysis. Firstly, the formal realization of hyperbole is examined. Secondly, the occurrences are classified semantically (quantitative versus qualitative hyperbole) and, thirdly, the lexico-semantics is examined (hyperbolic source domains). By this, the present study tests the hypothesis of universal hyperbolic source domains by examining the situation in Czech and English. Finally, the occurrence of conventionalized instances of hyperbole as opposed to creative instances of hyperbolic nonce-usages is examined. Last but not least, it is the aim of this study to provide the overall frequency figures of hyperbole in both languages.

- Hyperbole, Imagination and Tradition in Luigi Pulci's Morgante The epic Morgante, compiled at the end of the 15th century by the poet Luigi Pulci, stands at the turn of two historical eras. It is a meeting point of the Middle Ages and Renaissance with their literary influences and ideas. Also, it reflects the change in the development stages of the genre: from the period when the heroic narrative was declaimed by minstrels (joglars) on squares, this subject matter was gradually introduced into royal courts, where it was influenced by a more elevated culture. The main elements of this epic include the adoption of several literary traditions, the comic in many of its forms, and religion, all of which is underlined with the special imagination of the author together with allusions to his own life situation. Luigi Pulci adopted not only the tradition of the heroic matter full of typical medieval patterns (topoi) very popular in Italy at that time, but also the comic-realistic literary tradition of Tuscany, which provides his narrative with a different tone in many ways, and thus incorporates Morgante in a literary field different from the one which its predecessors were part of. Orlando is the most significant of these; it is a text that was used by Pulci as a direct inspiration for his work and most...

The theoretical part is divided into four chapters. The first chapter deals with competition, the second chapter is about Czech law advertising regulation and about Community law. The third chapter describes misleading advertising and the fourth chapter deals with FMCG. The practical part analyzes current ads. The first chapter describes the method of analysis. The second chapter deals with use of misleading and the third chapter analyzes misuse of truthful information in advertising. The last chapter focuses on the advertising hyperbole.

This work deals with advertising and its regulation both through legal norms and ethical self-regulation. Aim of the thesis is to define the scope given to advertising hyperbole and exaggeration by legal and ethical rules and based on selected decisions of the Czech Advertising Standards Council and rulings of Czech courts to provide a set of advice on how to use hyperbole in advertising. As groundwork for the research on the restrictions affecting use of advertising hyperbole there has been analyzed Czech legal and self-regulatory framework of advertising.

Les nombreux contes de fées qui paraissent à la fin du XVIIe siècle sont modélisés par un système hyperbolique omniprésent. Du niveau le plus micro-structural jusqu'aux macrostructures poétiques, l'hyperbole définit, justifie et confirme le genre merveilleux. Profusion, foisonnement, démultiplications, redoublements, dérivations ou créations débridées sont ainsi les déclinaisons prolifiques de l'hyperbole. Saturant les récits par des procédés récurrents, la distribution lexicale déborde des cadres alors insuffisants pour exposer des inventions originales et fantaisistes, et s'amplifie jusqu'à submerger les contes de néologismes, de listes ou de syntagmes figés dans une expansion logorrhéique. A un niveau supérieur, le discours du narrateur, comme celui des personnages, s'énonce et s'affiche ostensiblement dans une mise en scène générique exponentielle qui (se) joue de multiples formes pour divertir et se développer. Entre ingérence auctoriale fréquente et discordances démonstratives, le conte révèle une énonciation scalaire complexe et inédite dans un genre hérité d'une tradition orale univoque. Redoublant une elocutio composite et enchevêtrée, la dispositio supplétive des contes additionne, intercale et annexe les épisodes diégétiques dans une surcharge narrative qui prolonge les limites d'un genre paradoxalement bref. Les nombreux personnages qui dé/re/doublent le protagoniste participent à la mise en œuvre d'intrigues plurielles qui trouvent leur cohérence dans la figure centrale du conte. Marqué par une emphase systématisée qui se propage autour de lui, le héros rassemble et dirige tous les motifs diégétiques. Inscrit dans un environnement à sa mesure, distingué par des attributs outranciers, entouré de spectateurs enthousiastes, le héros domine le récit par la théâtralisation de son statut hors du commun. Genre hybride, kaléidoscopique et protéiforme, le conte propose une politique paradoxale de la surenchère permanente, du surnombre, de la surqualification, du grossissement, saturant le texte, et ce d'autant plus qu'il est bref, dans un processus jubilatoire. En concentrant dans un espace restreint les multiples éléments du conte, l'esthétique de l'hyperbole, si elle peut exister dans d'autres corpus et dans d'autres déclinaisons, permet spécifiquement d'accéder à la vérité du genre tel qu'il est pratiqué dans l'écriture mondaine des années 1690-1710.

Les nombreux contes de fées qui paraissent à la fin du XVIIe siècle sont modélisés par un système hyperbolique omniprésent. Du niveau le plus micro-structural jusqu'aux macrostructures poétiques, l'hyperbole définit, justifie et confirme le genre merveilleux. Profusion, foisonnement, démultiplications, redoublements, dérivations ou créations débridées sont ainsi les déclinaisons prolifiques de l'hyperbole. Saturant les récits par des procédés récurrents, la distribution lexicale déborde des cadres alors insuffisants pour exposer des inventions originales et fantaisistes, et s'amplifie jusqu'à submerger les contes de néologismes, de listes ou de syntagmes figés dans une expansion logorrhéique. A un niveau supérieur, le discours du narrateur, comme celui des personnages, s'énonce et s'affiche ostensiblement dans une mise en scène générique exponentielle qui (se) joue de multiples formes pour divertir et se développer. Entre ingérence auctoriale fréquente et discordances démonstratives, le conte révèle une énonciation scalaire complexe et inédite dans un genre hérité d'une tradition orale univoque. Redoublant une elocutio composite et enchevêtrée, la dispositio supplétive des contes additionne, intercale et annexe les épisodes diégétiques dans une surcharge narrative qui prolonge les limites d'un genre paradoxalement bref. Les nombreux personnages qui dé/re/doublent le protagoniste participent à la mise en œuvre d'intrigues plurielles qui trouvent leur cohérence dans la figure centrale du conte. Marqué par une emphase systématisée qui se propage autour de lui, le héros rassemble et dirige tous les motifs diégétiques. Inscrit dans un environnement à sa mesure, distingué par des attributs outranciers, entouré de spectateurs enthousiastes, le héros domine le récit par la théâtralisation de son statut hors du commun. Genre hybride, kaléidoscopique et protéiforme, le conte propose une politique paradoxale de la surenchère permanente, du surnombre, de la surqualification, du grossissement, saturant le texte, et ce d'autant plus qu'il est bref, dans un processus jubilatoire. En concentrant dans un espace restreint les multiples éléments du conte, l'esthétique de l'hyperbole, si elle peut exister dans d'autres corpus et dans d'autres déclinaisons, permet spécifiquement d'accéder à la vérité du genre tel qu'il est pratiqué dans l'écriture mondaine des années 1690-1710. / Many fairy tales that appear at the end of the seventeenth century are modelled by a pervasive hyperbolic system. From the most micro-structural level to poetic macrostructures, hyperbole defines, justifies and confirms the wonderful genre. Wealth, abundance, repetitions, derivations or unbridled creations are so prolific versions of hyperbole. Saturating stories by recurring processes, the lexical distribution goes beyond the bounds regarded as inadequate to expose the original and fanciful inventions, and builds up to overwhelm tales with neologisms, lists or phrases stuck in a logorrheic expansion. At a higher level, the discourse of the narrator, and of the characters, reads and is ostensibly displayed in a generic exponential scene playing multiple forms to entertain and grow. Between frequent authorial interference and demonstrative discrepancies, the tale reveals a complex and unique scalar enunciation as if inherited from a univocal oral tradition. Repeating a composite, entangled elocutio the proxy from the stories dispositio adds, inserts and attaches the diegetic events in an overloaded narrative that extends the limits of a short paradoxically short genre. The numerous characters who dub the hero and increase his charisma are involved in the implementation of plural intrigues which find some coherence in the hero. Marked by a systematic focus that spreads around him, the hero collects and directs all diegetic motives. Enrolled in a tailor-made environment for him, distinguished by outrageous attributes, surrounded by enthusiastic spectators, the hero dominates the story by dramatizing his unusual status. As a hybrid genre, a kaleidoscopic and protean, the tale offers a paradoxical policy of continuing escalation of redundancy, over-qualification, magnification, saturating the text, and especially since it is short, in a joyful process. By focusing in a confined space the multiple elements of the tale, the aesthetics of the hyperbole, if it does exist in other corpus and other variations, specifically allows access to the truth of the genre, such as is practiced in the worldly writing years of 1690-1710.