Made available in DSpace on 2014-08-20T14:24:49Z (GMT). No. of bitstreams: 1 Dissertacao Claudia.pdf: 935245 bytes, checksum: 6ddc628b2fe1bce3cfe5ce83f7afb681 (MD5) Previous issue date: 2013-05-20 / This research consists of an interpretative analyses of life narratives of three students or newly degreed in Languages in a Federal University of Rio Grande do Sul, who left their homes in order to study. From those analyses, some discourses emerge and produce meanings about the course in question. This study is in line with the field of Cultural Studies by post- structuralism and also post-modernism perspectives, in which the language forms the individuals. These social actors are multifaceted and through their narratives, they are positioned in some discursive network that is crossed by power relations. This hybrid character of identities sets the individuals as a changeable being since they are always susceptible to transformations. Those different sides are permeated by various voices that build those human beings and impose meanings to their lives. Among the issues approached in this research, the teacher's representation is one of the most important as well as historical topics which enable us to understand why the Language course and other degrees in the educational area, in general, are downgraded by the society. This value given to certain courses is not considered natural by the perspective of this study and, for this reason, discourses that pursue to legitimate these thoughts are problematized. The data collection was done by semi structured interviews, individual or in groups, with three women-Language-students. Some concepts are relevant to this research, for instance: identity and difference, representations, signifying practices, the Linguistic Turn and life narratives. Authors such as Hall (1999, 1997), Larrosa (1995), Costa (2000, 2002, 2006), Silva (1999, 2000, 2001) and Veiga-Neto (2000, 2003) guided this study. The research points to some representations of teachers presented in the narratives of the participants and that help us to understand the historical issues that make Language courses to be discredited to the society. / Essa pesquisa consiste na análise interpretativa de narrativas de vida de três estudantes e/ou recém-formadas no curso de Letras de uma Universidade Federal do sul do Rio Grande do Sul que deixaram seus lares a fim de cursar Letras. A partir dessas análises, discursos emergem e fabricam significados acerca do curso em questão. A pesquisa está alinhada ao campo dos Estudos Culturais de vertente pós-estruturalista e pós-modernista que considera a linguagem como constituidora dos sujeitos. Esses atores sociais são multifacetados e por meio das suas narrativas se posicionam em uma rede discursiva que é atravessada por relações de poder. Esse caráter híbrido das identidades coloca o sujeito como ser cambiante que está sempre sofrendo transformações e que não se apresenta de maneira fixa. Tais faces identitárias são permeadas por diversas vozes as quais subjetivam ou não os indivíduos e instituem ou não certos significados para suas vidas. Dentre as temáticas analisadas nesse estudo está a da representação de professores assim como questões históricas que nos permitem compreender o porquê do desprestígio dos cursos de Letras e de licenciatura, de maneira geral, pela sociedade. Esse valor dado a determinados cursos não é considerado natural na perspectiva dessa pesquisa e, por essa razão, discursos que procuram legitimar tais pensamentos são problematizados. A coleta de dados aconteceu por meio de entrevistas semiestruturas, individuais ou em grupos, com três estudantes de Letras, do sexo feminino. Conceitos importantes para esse estudo são os de identidade e diferença, representações, práticas de significação, virada linguística e narrativas de vida. Autores como Hall (1999; 1997), Larrosa (1995), Costa (2000, 2002, 2006), Silva (1999, 2000, 2001) e Veiga-Neto (2000, 2003) guiaram esse estudo. A pesquisa aponta para algumas representações de professores presentes nas narrativas das participantes e que nos ajudam a compreender as questões históricas que levam os cursos de Letras a serem desprestigiados frente à sociedade.

Orientador: Leonardo Lemos de Souza / Resumo: Esta dissertação é um convite ao embarque em uma pesquisa/viagem cartográfica que narra sobre vida e resistência Trans* não-bináriE em contextos universitários. Somaram a essa pesquisa três narrativas de jovens interioranos que se identificam enquanto pessoas Trans* não-bináriEs e ecoam suas vozes e resistências em diferentes Instituições de Ensino Superior, sendo duas delas localizadas em cidades do interior do estado do Paraná e a terceira localizada no interior do estado de São Paulo. A experiência cartográfica deu-se por do meio do deslocamento deste pesquisador ao território de composição, onde se efetivaram os encontros, as entrevistas e o acompanhamento das processualidades que se desenham no cotidiano das universidades. Por meio do dispositivo viagem – nomeado no percurso da construção desse mapa/dissertação, enquanto um modo cartográfico de produzir conhecimento/experiência –, conectamos-nos a Estrela, Lua e Céu que conosco embarcaram e compartilharam parte das bagagens que trazem em seus corpos/experimentação. No desemaranhar das linhas que atravessam essa experiência nos aliamos às inquietações da Filosofia da Diferença, Estudos Feministas, perspectivas Queers e Transfeministas, bem como pela própria Cartografia, com vista a buscar pelas seguintes pistas: mapear os agenciamentos que atravessam as experimentações das pessoas Trans* não-bináriEs em contexto de Instituições de Ensino Superior, bem como acompanhar os movimentos de desterritorialização e reterritorializ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissetation is na invitation to embark on a cartographic research/trip that tells about nonbinary Trans* life and resistance in university contexts. Added to this research three narratives of interior youth who identify themselves as non-binary Trans* people and echo their voices and resistances in different Higher Education Institutions, two of them located in cities in the interior of the state of Paraná and the third inland from the state of São Paulo. The cartographic experience occurred through the displacement of this researcher to the territory of composition, where the meetings, interviews and follow-up of the proceduralities that take place in the daily life of the universities took place. Through the travel device - named in the course of the construction of this map/dissertation, as a cartographic way of producing knowledge/experience - we connect the Star, Moon and Sky that embarked with us and shared part of the luggage that they bring in their bodies/experimentation. In unraveling the lines that run through this experience, we are allied with the concerns of the Philosophy of Difference, Feminist Studies, Queers and Transfeminist perspectives, as well as Cartography itself, in order to search for the following clues: map the agencies that cross the experiences of Trans* people non-binaries in the context of Higher Education Institutions, as well as accompanying the deterritorialization and reterritorialization movements provoked by els with, to and at the u... (Complete abstract click electronic access below) / Mestre

The following thesis’s purpose is to target the frames of victims Trayvon Martin and George Floyd. Martin and Floyd were killed by white perpetrators and the events later received mass attention by The United States population and media. The subject matter of the victims’ deaths suggested possible motives of ethnic profiling from the perpetrators. Both cases started a debate surrounding the outcome of American culture where discrimination towards African Americans still existed.    The thesis has chosen four news articles by two different American newspapers as test material. These tells perspectives of the cases involving the victims. The news articles were published during a month period after the victims’ deaths. Chosen test materials are examined by a qualitative content analysis, exploring the theoretical concepts of rhetoric. By analyzing the artistic- and inartistic proofs and the dispositions of the news articles, the study finds perspectives and deeper interpreted meanings that can apply certain framings to Trayvon Martin and George Floyd. The purpose of the examination was to determine the frames’ similarities, differences and if they have changed over the years. Also, by examining frames the study was to find emotional reactions through the rhetoric perspective and discuss what these represent.    The result confirms that there are certain frames that suggest emotional traits from a form of sympathy for the African American society. Some of these emotional reactions are anger and sorrow which determine sympathy and possible empathy for the victims and the ones affected. The analysis also suggests Martin’s frames are similar to Floyd’s but are treated differently. For example, Martin is framed as a young victim of a possible hate crime that caused his death, but Floyd is framed as a symbol for a cause that spread world-wide. The content of the news articles differentiates where for example, the focus lays upon the outcomes of the victims’ deaths. These outcomes depend on the cause at hand and how they were impacted by society and not to mention the Black Lives Matter- movement.

The aim of this thesis is to analyze the difference between post-BLM media discourse surrounding urban music in the US and UK music periodicals. It follows the Interpretivist paradigm, assuming the social constructionist epistemological position, the idealist ontology and the abductive logic of inquiry. The core for the research as well as analysis is the Discourse Theory and its key concepts developed by Ernesto Laclau and Chantal Mouffe. It is both applied in a theoretical and methodological manner. The analytical framework is then also enriched by the attempt to use of the postcolonial theory of Orientalism by Edward Said, and his notion of Othering. The tentative conclusion of the study is that the US and UK media articulate signs emerging around the word urban differently, creating different chains of equivalence. However, considering the nations and their histories differ, it is a rather surprising finding that the differences are almost not apparent and only appear if looked upon very closely. Implications of researching the phenomenon of music labeled as urban, even though not directly arising from this particular study, are advancing the awareness behind the complexities of the term urban and its use within various, mostly creative, industries, which may cause setting the wheels slowly in motion towards a possible industrial, or even a societal change.

In the wake of the guilty verdict of George Floyd’s murderer, police officer Derek Chauvin, there is hope for change in the pattern of police brutality against black people in the United States. The Hate U Give by Angie Thomas was published three years prior to George Floyd’s death, in 2017, and is a realistic fictional novel in the young adult genre that has gained attention for its relevant contribution in the debate of racism and police violence, as the fictional victim Khalil Harris, an unarmed black teenager, does not receive the same justice as George Floyd. In this essay, reader response to The Hate U Give is analysed in order to examine how it affects the opinions and worldview of the reader during and after the read. A close reading and analysis of pivotal scenes was carried out using affective stylistics, in order to interpret what the text does to the reader word-by-word, and subsequently the reader’s creation of meaning was examined and discussed. The reader’s response was then analysed with Stanley Fish’s theoretical framework of interpretive communities, groups with shared social norms and worldviews, which dictate how individuals create meaning in the first place. The analysis suggests that readers of The Hate U Give, while starting out in different, albeit to a certain extent similar, interpretive communities, will gradually align themselves with the interpretive community of Black Lives Matter through shared ideas and opinions and the increased understanding they develop when they read the novel.

This thesis investigates US state level politics framing of the BLM protests during 2020, by inductively identifying frames and then proceeding to study if and on what grounds securitization occurs in these. Press statements, interviews and documents from eight Mayors and Governors in six of the states where the protests have been the most prominent are analyzed. From this material, four frames have been identified: the alienated outsider frame, the constructive rage frame, the limited guardian frame, and the desecuritizing frame. Recent developments in securitization theory investigate human life and dignity as a reference object, making a case for integrating humanitarianism in terms of grounds for justifying extraordinary measures. Three grounds for securitization are investigated empirically in the identified frames: state, social and humanitarian security. The study concludes that whilst both state security and to a lesser degree humanitarian security are detected in the identified frames, societal security seems to be the most prominent. This suggests that large-scale identities are the most common reference objects in the treated context. Further research is encouraged, especially in terms of distinguishing potential frame alignment processes by looking at a greater number of states over a longer period of time.

„Lives of Performers“ wird im Vorspann dem Genre des Melodramas zugeordnet. Dass man jedoch keinen Film mit einer Narration im konventionellen Sinn, eine Verkörperung dramatischer Gefühle durch Charaktere, eine auf Identifikation durch das Publikum zielende Darstellung der Schauspieler erwarten kann, deutet sich schon im Prolog an. Es geht nicht um Verkörperung, sondern um Repräsentation von Gefühlszuständen und Beziehungskonstellationen, die mit den Mitteln der Performance einer Art von Versuchsanordnung unterzogen werden. Eine tragende Rolle spielt dabei die Fotografie und das Fotografische. So arbeitet der Film in großem Ausmaß mit Inszenierungsformen wie der Pose, dem Mise en abyme und dem Tableau vivant.

No description available.

On March 25th 2020 George Floyd, a black man, was killed on the streets of Minneapolis,Minnesota by Derek Chauvin, a white police officer. This sparked new life into the BlackLives Matter movement (BLM), which had been around since 2013. This new found interestin the movement had a remarkable spread on social media, permeating the discoursethroughout most parts of society. The purpose of the essay is to study how the use ofInstagram has contributed to the spread of the BLM movement as well as the socialconsequences the movement had on society. To study this the essay uses Faircloughsperspective on critical discourse analysis to analyze three dimensions of the empiricalmaterial, these being: text, discursive practice and social practice. Interaction, intertextuality,interdiscourse and themes are going to be used as tools to provide the necessary frameworkfor analysis. This in combination with postcolonialism, structural racism and mediatizationfor the theoretical framework. The analysis proved that educational and informative textswere important in conveying messages linked to racism, antiblackness, racial profiling andstructural racism. Aswell as reoccuring themes, such as police violence, antiblackness,slavery, racism, demonstrations. The platform was used to highlight social injustices andsocietal problems. Instagram proved an important medium for spreading the movement'smessage, having voices that are typically repressed in society forming and controlling thediscourse. Due to an increasingly mediated society, the use of Instagram made it possible foreveryone to take part of the discourse.

Syftet med undersökningen är att utforska på vilket sätt representanter för Alternativ för Sverige (re)producerar högerpopulistiska diskurser i anslutning till Black Lives Matter demonstrationerna under sommaren 2020. Undersökningen ämnar skapa förståelse för hur subjektspositionen “svensk” konstrueras, hur en eventuell hegemonisk ståndpunkt utmanas ochhur den förstås inom de högerpopulistiska diskurserna, samt ta reda på vilket sätt mot diskurser konstrueras gentemot Black Lives Matter-rörelsen. Detta undersöks på Twitter, medFaircloughs kritiska diskursanalys. Slutsatserna visar på att Alternativ för Sverige reproducerar högerpopulistiska diskurser genom produktionen av text på Twitter, vilket i förlängningen upprätthåller den högerpopulistiska diskursordningen.