Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as resilient survivors, while schools were positioned as safe havens designed to support them. We show how these narrative patterns were accomplished through the use of common discursive features, positioning refugee student populations and the institutional responsibility of schools in bounded ways. We consider these findings in light of how broader discourses visible in news media narratives shape and reflect the reality of refugee-background students’ educational experiences in the US.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-04-18T13:09:46Z No. of bitstreams: 1 ENI SANTOS CARVALHO.pdf: 969626 bytes, checksum: bb13f968f892b50e4be787239b0f4a08 (MD5) / Made available in DSpace on 2018-04-18T13:09:46Z (GMT). No. of bitstreams: 1 ENI SANTOS CARVALHO.pdf: 969626 bytes, checksum: bb13f968f892b50e4be787239b0f4a08 (MD5) Previous issue date: 2018-02-22 / The focus on this research was promote analytics and theories studies in short narratives, highlighted the instances of the narrative discourse meaning production, establish the relations of Lacraus’ short narratives textual construction, by Miguel Jorge, separating the frames and montage process and other arts approaching. The study emphasis was the textual architecture that promotes text and reader interaction, text effect and reception, as a contemporaneity conjunction: genre hybridization and verify the tension actions in narrative linear and non-linear discourse in focus. In way to accomplish the general and specifics objectives of this research, some Miguel Jorge’s narrative texts was used in a way to analyze the theory and analytic fundamentals. From Miguel Jorge’s works, it was observed the construction process adopted by the author on the character’s constructions as a way to capture and silence them. Between a variety of theory authors used in this study, Alfredo Bosi, Aguinaldo J. Gonçalves, Boris A. Uspênski, Eleazar M. Meletínski, Gerard Genette, Robert Humphrey, Roland Barthes and Tzvetan Todorov had an effective influence on the critical thinking. / O objetivo desta pesquisa é desenvolver estudos teóricos e análise de narrativas curtas, destacando as instâncias produtoras de significação do discurso narrativo, observando o constructo textual de contos da obra Lacraus, de Miguel Jorge, perpassado por linguagens de outras artes, destacando o processo de emolduragem e montagem. A ênfase de nosso estudo incidirá sobre a arquitetura textual em que se institui a interação entre texto e leitor, efeitos de sentido, numa conjunção de ingredientes da contemporaneidade: hibridização de gêneros; ações tensivas entre linearidade/não linearidade no discurso em questão. Para que cumpríssemos os objetivos gerais e específicos deste estudo, selecionamos textos narrativos do escritor goiano Miguel Jorge e, por meio deles, aplicamos os conceitos acima destacados. Da obra de Miguel Jorge são extraídos os procedimentos construtivos adotados pelo autor na constituição das personagens inscritas em situações que, ora as aprisionam, ora as silenciam. Dentre os vários teóricos utilizados neste trabalho, destacamos os que tiveram uma influência efetiva em nosso pensamento crítico: Alfredo Bosi, Aguinaldo J. Gonçalves, Boris A. Uspênski, Eleazar M. Meletínski, Gerard Genette, Robert Humphrey, Roland Barthes, Tzvetan Todorov.

<p>The principal questions that are high lightened in this study are: How is the discrimination of the Indigenous people in Latin-America represented in the works of Jose María Arguedas and Miguel Angel Asturias? How are these two authors interrelated in terms of the defense of a cultural belonging? And finally, can these be associated to Paulo Coelho’s narrative content and techniques?</p><p>This work shows how, as Nelson Gonzalez-Ortega names it, a narrative discourse of resistance (based on the consequences of the cultural merging of the European and Latin-American people) is expressed and transformed into modern literature. It shows how the works of these authors protect and transmit the interests and the cultural origins of the Latin-American Indigenous people. These origins are expressed by language, myths, storytelling techniques and the presentation of an alternative perspective of the world. It also shows, through analysis of their writing, how some of these authors as dual cultural human beings struggled to balance the two cultural elements they are constituted of.</p><p>Focus will be on Asturias Hombrez de Maiz, Arguedas Los ríos profundos and Coelhos 11 minutos and El Zahir.</p>

The principal questions that are high lightened in this study are: How is the discrimination of the Indigenous people in Latin-America represented in the works of Jose María Arguedas and Miguel Angel Asturias? How are these two authors interrelated in terms of the defense of a cultural belonging? And finally, can these be associated to Paulo Coelho’s narrative content and techniques? This work shows how, as Nelson Gonzalez-Ortega names it, a narrative discourse of resistance (based on the consequences of the cultural merging of the European and Latin-American people) is expressed and transformed into modern literature. It shows how the works of these authors protect and transmit the interests and the cultural origins of the Latin-American Indigenous people. These origins are expressed by language, myths, storytelling techniques and the presentation of an alternative perspective of the world. It also shows, through analysis of their writing, how some of these authors as dual cultural human beings struggled to balance the two cultural elements they are constituted of. Focus will be on Asturias Hombrez de Maiz, Arguedas Los ríos profundos and Coelhos 11 minutos and El Zahir.

In this paper I study the Austrian author Ingeborg Bachmann’s novel Malina (1971) from the perspective of Gérard Genette’s narrative theory and his notions of tense, mood and voice. In dialogue with earlier research on Malina I reflect over the last scene in the novel, what really happens there and how it matters for the rest of the novel. I give an account of feminist theories with focus on the annihilation of the female voice, the memory as theatre and the folklore tale as flight. The result is a more distinct perception of Bachmann’s skill, closeness and awareness as a writer and her use of Malina as contribution to the feminist debate and as a tool to find a place in the patriarchal world of intellectual, postwar Vienna. / I min uppsats har jag undersökt hur Ingeborg Bachmanns roman Malina är uppbyggd ur ett berättartekniskt perspektiv med hjälp av Gérard Genettes begrepp tempus, modus och röst. I diskussion med tidigare forskning har jag reflekterat över vad det är som sker i romanens slutscen och vad det har för betydelse för resten av verket. Jag har redogjort för tidigare forskning som med feministisk grund studerar förintandet av den kvinnliga rösten, minnet som teater och sagan som flykt. Resultaten är en tydligare bild av Bachmanns tekniska skicklighet, täthet och medvetenhet som författare och hur hon dels använder Malina som ett inlägg i den feministiska debatten och dels använder den som ett verktyg för att själv kunna verka i det intellektuella, men patriarkala efterkrigstidens Wien.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this study, we examine ways of production and dissemination of meanings in two portuguese novels of the 60s Maina Mendes (1969), by Maria Velho da Costa, and A noite e o riso (1969), by Nuno Bragança. Produced in a dictatorial period, these works point to this context, although not mentioning it directly, acting as a delicate instrument of combat. To this end, these novels utilize resources that rely on different processes of signification, through which they reveal, in a sinuous and not rarely cynical way, a reality that could not be referred to and much less criticized explicitly. The analysis carried out focuses on these processes in order to observe how they act as triggers of a subtextual level of political nuance, helping to configure what we call tactical discourse . The proposed analysis is supported by literary and linguistic studies, as well as some theoretical formulations form the social science. / Neste estudo examinamos formas de produção e disseminação de sentidos em dois romances portugueses da década de 60 Maina Mendes (1969), de Maria Velho da Costa, e A noite e o riso (1969), de Nuno Bragança. Produzidas num período ditatorial, as obras selecionadas apontam para esse contexto, ainda que sem referi-lo diretamente, atuando como um delicado instrumento de combate. Para tanto, esses romances se utilizam de recursos que se apoiam em variados processos de significação, por meio dos quais revelam, de forma sinuosa e não raro cínica, uma realidade que não poderia ser referida e muito menos criticada explicitamente. A análise que realizamos focaliza esses processos, de modo a observar de que maneira eles atuam como deflagradores de um nível subtextual de matiz político, contribuindo para a configuração do que chamamos discurso tático . A análise proposta busca apoio em estudos literários e linguísticos, como também em algumas formulações teóricas das ciências sociais.

Esta investigação linguística tem como objeto de estudo as concepções de linguagem e ensino dos professores das séries iniciais do Ensino Fundamental, em exercício nas Redes Públicas de Ensino, protagonistas do Programa de Graduação Plena em Pedagogia. Este programa tinha como objetivo atender ao disposto na Lei de Diretrizes e Bases da Educação Nacional-LDB 9.394/96, com a finalidade de melhorar os índices da Educação Básica, qualificando o fazer docente, fundamentado na relação teoria-prática. Diante desse fenômeno, nos voltamos para levantar a hipótese: que concepções de linguagem subsidiam as reflexões dos sujeitos ao narrarem as suas experiências teórico-práticas no Memorial? Tomamos como referencial a Linguagem apoiada nas contribuições de teóricos e autores que discutem o Ensino da Língua Materna, circunstanciado pelas concepções de linguagem que embasam a prática do professor dessa área do conhecimento. Optamos fazer um estudo teórico do Memorial para dar visibilidade a este gênero textual. A amostra se constitui de 24 memoriais selecionados, na Instituição Formadora. Para a consecução dos objetivos tomamos como principio metodológico a análise qualitativa por possibilitar a interação entre a pesquisadora, os autores e o texto. Efetuamos um corte epistemológico nos memoriais para constituir o corpus. Este foi analisado a partir de quatro categorias que constituem os eixos de ensino da Língua Portuguesa, a oralidade, a escrita, a leitura e a gramática. Os resultados dessa pesquisa confirmam que as condições de produção dos memoriais foram determinantes para responder à hipótese levantada. Assim, a concepção de linguagem predominante no discurso das narrativas é de abordagem interacionista, pela forma que autoreferenciam a reconstrução da prática de ensino da Língua Materna / This linguistic investigation aims to study the conceptions of language and teaching interiorized by teachers from the first grades of basic education acting in the public teaching networks. They are protagonists of the graduation program in plain pedagogy. The program aims to attend the determination of law, 9.394/96, that has the purpose of improving the basic education rates, qualifying the teaching activity, which is based upon the theoretical-practical relation. Facing this phenomenon, we bring again the hypothesis: what language conceptions subsidize the subject&#8223;s reflections when they are narrating their experiences theoretical-practical? We take as a referential the language supported by theoretical contributions and authors that discuss the teaching of maternal language, circumstanced by the language conceptions that base the practice of teachers in this area of the knowledge. We also chose to accomplish a theoretical sturdy of the memorial, in order to give visibility in text. The sample is made of 24 selected memorials, which build the corpus. It was analyzed through four categories that constitute the fundamental activities of Portuguese language teaching orality, writing, reading and grammar. The results of the research confirm that the conditions of the memorials production were decisive in order to answer the raised hypothesis. Thus, the language conception inside the narrative discourses has an interactionist approach, considering the way they auto refer the reconstruction of the practice of maternal language teaching

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-04T10:09:37Z No. of bitstreams: 1 alessandrasixeldaibert.pdf: 807660 bytes, checksum: 423f82af5eeebc338ccc1cbd0b257616 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T10:51:34Z (GMT) No. of bitstreams: 1 alessandrasixeldaibert.pdf: 807660 bytes, checksum: 423f82af5eeebc338ccc1cbd0b257616 (MD5) / Made available in DSpace on 2016-02-05T10:51:34Z (GMT). No. of bitstreams: 1 alessandrasixeldaibert.pdf: 807660 bytes, checksum: 423f82af5eeebc338ccc1cbd0b257616 (MD5) Previous issue date: 2014-02-06 / Este trabalho objetiva abordar a dimensão interacional do discurso narrativo, mais especificamente sob a forma de relatos de experiência pessoal. Norteados pelos pressupostos teóricos da Sociolinguística Interacional, voltamo-nos, principalmente, para seu aspecto propiciador da reconfiguração de nossas identidades múltiplas enquanto sujeitos sociais, ainda que inseridos em um ambiente institucional como a sala de aula. Procuramos demonstrar que, por sua ambivalência, o discurso narrativo não só pode ser usado como uma ferramenta de ensino para desenvolver competências linguísticas, mas também como um recurso de linguagem para a interação social empregado pelos participantes do evento interacional aula de Língua Estrangeira. / This work aims at approaching the interactional dimension of narrative discourse, specifically in the form of reports of personal experience. Guided by theoretical assumptions of Interactional Sociolinguistics, we turn mainly to its function to provide the reconfiguration of our multiple identities as social subjects even inserted in an institutional setting such as the classroom. We seek to demonstrate that, by its ambivalence, the narrative discourse not only can be used as a teaching tool to develop language skills but also as a language resource for social interaction applied by the participants of the interactional event known as Foreign Language lesson.

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-04-08T17:14:47Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese_SuzanaPaulino - BC.pdf: 3480904 bytes, checksum: d9bfc32743b3ae7384814c8010705101 (MD5) / Made available in DSpace on 2016-04-08T17:14:47Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese_SuzanaPaulino - BC.pdf: 3480904 bytes, checksum: d9bfc32743b3ae7384814c8010705101 (MD5) Previous issue date: 2015-09-14 / CAPES / Considerando o contexto econômico vivenciado na última década, especialmente a crise que repercutiu globalmente, a partir de 2008, e a necessidade de a publicidade se adaptar às novas exigências da sociedade, criando uma nova retórica (ROCHA, 2010), o discurso publicitário bancário televisivo aborda o público-alvo com uma linguagem estratégica de estrutura narrativa que pode levar este a se endividar ao consumir os produtos e serviços ofertados. Nesse sentido, o presente estudo tem por objetivo analisar como o discurso de economia moral é utilizado como estratégia para promover o consumo de produtos e serviços financeiros e investiga contradições nesse discurso. Buscamos compreender como esse discurso reflete na língua valores, comportamentos e crenças, contribuindo para a compreensão de como os fenômenos econômicos afetam a vida dos indivíduos e como o comportamento destes pode influenciar a economia e a língua. Portanto, considerando a complexidade do discurso e da sociedade, decidimos realizar uma análise qualitativa, apoiada pelos pressupostos teórico-metodológicos da Análise Crítica do Discurso (FAIRCLOUGH, 2001, 2003) devido à sua dimensão ideológica na constituição do discurso e por problematizar a relação entre o discurso e a sociedade. Para esta pesquisa, foram analisados 8 anúncios televisivos dos bancos HSBC e Santander, brasileiros e Ingleses, lançados entre os anos de 2010 e 2014. Também nos apoiamos nos pressupostos da Multimodalidade de Kress e Van Leween (2001); van Leeuwen (2005), Caldas-Coulthard e van Leeuwen, (2003); Bennett (2007, 2013). Também nos fundamentamos em Sayer (2000, 2004); Bourdieu (1977; 1991; 2000; 2006; 2009); Marx (1973); bem como em Rocha (2010), Maingueneau (2001) e Carvalho (2000). Os resultados revelam que existe um discurso econômico-moral simulado, a nova retórica do capital (ROCHA, 2010), que se caracteriza pela abordagem da “responsabilidade social” e da “qualidade de vida”, que vem sendo utilizado no discurso publicitário bancário como uma ferramenta de sedução e persuasão do público com o intuito de construir argumentos em favor dos interesses dos bancos para a permanência do capital. Assim, as publicidades bancárias têm explorado um modelo de discurso que se apresenta supostamente ético e moralizado, simulando uma preocupação com o bem-estar da sociedade, mas caracterizado por contradições, uma vez que os princípios e objetivos dos bancos são diferentes dos de solidariedade, pois visam lucros, exploração e manutenção da hegemonia capitalista. / Considering the economic context, especially the global crisis started in 2008, and the need of publicity to adapt to the new demands of society, creating a new rethoric (ROCHA, 2010), TV bank publicity discourse approach to the public is by a narrative structured strategic language, guiding them to debts by consuming the offered products and services. This study aims at analysing how the discourse of moral economy is used as a strategy to promote the consumption of banking products and services; and investigates contradictions in this discursive construction. We aimed at understanding how this discourse reflects values, behaviors and beliefs in the language, contributing to the understanding of how economic phenomena affect the lives of individuals and how their behavior can influence the economy and the language. Therefore, considering the complexity of discourse and of the society, we decided to investigate the problem based on the theoretical and methodological assumptions of Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003) due to its ideological dimension in the constitution of discourse and for considering the relationship between discourse and society. We analysed 8 Brazilian and English TV ads of HSBC and Santander, collected within 2010 and 2014 to conduct a qualitative analysis, supported by the theoretical assumptions of multimodality of Kress and Van Leween (2001); van Leeuwen (2005), Caldas-Coulthard and van Leeuwen (2003); Bennett (2007, 2013). We also considered Sayer (2000, 2004); Bourdieu (1977; 1991; 2000; 2006; 2009); Marx (1973), as well as Rocha (2010); Maingueneau (2001) and Carvalho (2000). The results show that there is a simulated moral economy that is the new rhetoric of capital, characterized by the “social responsibility” and “life quality” discourse that has been used in banking advertising discourse as a seduction and persuasive tool aiming at building arguments in favour of bank interests to maintain capital. Thus, the bank advertisements have explored a discourse model that shows itself as ethical and moralized, worrying about the well being of the society, but characterized by contradictions, since the objectives of banks are different from those of solidarity, because these institutions seek profit, exploitation and the maintenance of the capitalist hegemony.

Children with a recent history of TBI often demonstrate impaired memory, which can be affected by impaired attention, processing speed or impaired verbal information processing. The purpose of this study was to determine if qualitative differences exist among the narrative recall of TBI patients that is not adequately accounted for by standard scoring methods. Sixty-six TBI subjects ranging in age from 6 to 16 were given the Wide Range and Memory and Learning (WRAML) Story Memory subtest and selected subtests from the Wechsler Intelligence Scale for Children - Third Edition (WISC-III). Mean elapsed time since injury was 53 days. Recall of the story on the WRAML subtest was hand-recorded by the examiner. A supplemental scoring method accounted for differences in length, errors, and disorganization. Comparisons were made to a randomly selected control group consisting of 16 hospitalized subjects between 7 and 15 years with no history of head injury, neurological condition or event. Findings suggest the WRAML Story Memory subtest is relatively robust in providing information regarding the quality of recall, with the exception of not accounting for the addition of erroneous details. Subjects with both cortical and subcortical injuries were more likely to add superfluous details to their stories. Results also demonstrated significant differences between the TBI subjects and control group in how well the stories were recalled, primarily in the order of details recalled and in retention after a 30 minute delay. Location was not a significant predictor of narrative organization. Although using this comprehensive supplemental scoring system a regular basis has practical limitations, hand-recording the narrative takes relatively little time and does appear to provide useful additional information concerning the nature of the child's verbal memory difficulties. Furthermore, the more knowledgeable the child, parents and teacher are about these difficulties and about remediation strategies, the more likely the child will have a successful learning experience upon return to the classroom.