Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-22T19:57:45Z No. of bitstreams: 1 lillianmarciaferreiradivan.pdf: 1393484 bytes, checksum: d5c026f3e919dd5ade577690e8b279ee (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-22T21:42:19Z (GMT) No. of bitstreams: 1 lillianmarciaferreiradivan.pdf: 1393484 bytes, checksum: d5c026f3e919dd5ade577690e8b279ee (MD5) / Made available in DSpace on 2017-05-22T21:42:19Z (GMT). No. of bitstreams: 1 lillianmarciaferreiradivan.pdf: 1393484 bytes, checksum: d5c026f3e919dd5ade577690e8b279ee (MD5) Previous issue date: 2011 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Este estudo tem como objetivo analisar os mecanismos retóricos utilizados pelos participantes de uma situação de conflito em um contexto institucional para negociar pontos de vista e para atribuir/se eximir da responsabilidade em relação ao evento problemático. Dentro de uma perspectiva interacional em Lingüística (COUPER-KULEN & SELTING, 2001), tomei como base para a análise a Teoria do Posicionamento (LANGENHOVE & HARRÉ, 1999) e a Análise de Categoria de Membros (SACKS, 1972) e utilizei como corpus audiências de conciliação realizadas no PROCON, órgão de defesa do consumidor. Procurei identificar, em primeiro lugar, como o consumidor é posicionado no Código de defesa do Consumidor (CDC) para, então, analisar se as posições disponibilizadas pelo CDC orientaram as ações dos participantes e de que forma os processos de posicionamento e de categorização contribuíram para o gerenciamento dos pontos de vista divergentes e para a atribuição de responsabilidade. A análise demonstrou que os participantes se orientaram para as posições disponibilizadas pelo CDC e realizaram seus posicionamentos projetando imagens de si que funcionaram como ferramenta retórica para legitimar o seu ponto de vista e minar o ponto de vista do outro, atribuindo responsabilidade ao outro e se eximindo da responsabilidade lançada sobre eles próprios. Os processos de categorização também funcionaram como ferramenta retórica para o processo de argumentação, pois suas escolhas categoriais foram baseadas naquilo que eles desejavam comunicar para defender seus argumentos e recusar os argumentos do outro. / This study aims to analyze the rhetorical mechanisms used by participants of a conflict situation in an institutional context to negotiate points of view and to attribute /be exempt from responsibility for the troublesome event. From the perspective of Interactional linguistics (COUPER-KULEN & SELTING, 2001), I based the analysis on the Positioning Theory (LANGENHOVE & HARRÉ, 1999) and on the Membership Categorization Analysis (SACKS, 1972) and used as corpus conciliation hearings held in PROCON, a consumer protection agency. I identified, first of all, how the consumer is positioned in the Consumer Defense Code (CDC) to then analyze if the positions provides by CDC guided the participants actions and how the positioning and categorization processes contributed to the management of divergent points of view and the attribution of responsibility. The analisys showed that the participants were oriented towards the positions provided by the CDC and made their positionings by projecting self and other images that acted as a rhetorical tool which worked to legitimize their own points of view and undermine the others’, attributing responsibility to the other and exempting the responsibility casted upon themselves. The categorization process also worked as a rhetorical tool for the process of argumentation, because the categorical choices of the participants were based on what they wanted to communicate to defend their arguments and to reject the other arguments.

This dissertation focuses on social interaction patterns between young people in an online chat room, analyzing how social order is displayed and constituted. An overall issue concerns when and how the participants manage to co-create social communities within this setting. The data draw on an ethnographic study, where chat room observations and online recordings were carried out during three years. Methodological guidelines from discursive psychology and conversation analysis have been used in making detailed sequential analyses of chat room interactions. The thesis builds on social practice theories, including sociocultural theorizing and studies of language socialization, and work on positionings. The findings show that familiarity with chat language, including the use of emoticons and leet speak, as well as familiarity with netiquette and conversational routines such as greeting- and parting routines, are vital for the participants in order to become parts of local groups and alignments. Playful improvisation is an important feature in the chat room intercourse. Moreover, full participation requires involvement in the lives of co-participants and extended dialogues over time. In the process of moving from peripheral to more central participation, the participants formed alignments with other participants and positioned themselves and their co-participants in the chat room. Such alignments were often founded on a shared taste in, for example musical genres and everyday consumption patterns. Shared views on school, sex and relationships, as well as age or gender alignments also played a role in the creation of local communities. Conversely, issues of exclusion were recurrent features of chat room interplay. All considered this created participation patterns that formed local hierarchies which were not fixed or static, but rather fleeting and dynamic. And yet, the participants generally did not transcend or challenge contemporary age and gender boundaries.

Made available in DSpace on 2016-04-28T18:23:35Z (GMT). No. of bitstreams: 1 Rogeria pdf.pdf: 1154375 bytes, checksum: 5eec0f2cc9effbdf70507fb2cd5fdd9a (MD5) Previous issue date: 2005-05-12 / This is the collaborative research account realized with a mother tongue teacher returning to classroom after ten years out. The research is proposed to a reflexive space to confront different curricula politics concerning teaching portuguese as mother tongue. The goal is describe how the other teacher s practices and professional identity are constituted. The languge and the teaching language are based on post-structuralist perspective to understand the discourse constitutive and constituted by individual actions in the social world. The focus on the constituve nature of discourse need an analytical intruments to reveal the agency. Thus, the metaphor (Lakoff & Johnson, 1980; Cameron, 1999) as discursive practices and the positioning theory (van Langenhove & Harré, 1998) show up very productive to describe desires, choices and actions of co-researchers. In a qualitative way, the research identify grammar, discourse genre and reading as teaching practices questioned in the reflexive-collaborative process. The grammar and the discourse genre are the theoretical constructs directly confronted. Although the opposite presented theoretical constructs, they are conciliated by portuguese mother tongue teacher / Este é o relato de uma pesquisa colaborativa realizada por mim e por uma professora de língua materna que, após dez anos de afastamento da prática docente, retorna à sala de aula. Trata-se de uma pesquisa que se propõe como um espaço reflexivo no qual são confrontadas diferentes políticas curriculares do ensino de português como língua materna. O objetivo é descrever como são constituídas outras práticas discursivas e outras identidades profissionais pela professora durante o processo reflexivo-colaborativo. A linguagem e o ensino de línguas são tomados com base na perspectiva pós-estruturalista que aborda o discurso como constituinte das/constituído pelas ações dos indivíduos no mundo social. O foco na natureza constitutiva dos discursos exige um instrumental analítico que ressalte a agentividade, dessa forma, a metáfora (Lakoff & Johnson, 1980; Cameron, 1999; entre outros) como prática discursiva e a teoria do posicionamento (van Langenhove & Harré, 1998) mostram-se bastante produtivas para descrever os desejos, as escolhas e as ações das co-pesquisadoras. De maneira qualitativa, a pesquisa identifica a gramática, a teoria dos gêneros discursivos e a leitura como as práticas de ensino problematizadas durante o processo reflexivo-colaborativo, sendo a gramática e a teoria dos gêneros discursivos os construtos teóricos confrontados diretamente. Apesar da forma excludente como são situados na pesquisa, esses construtos teóricos são, ao final, conciliados pela professora ao constituir para si uma outra prática e identidade como professora de português como língua materna

This thesis focuses on sibling interaction and children’s everyday media practices in their homes. Ten sibling pairs, aged four to nine years, have been followed in their homes during a six-month period with media ethnographic methods. The data mainly consist of video recorded sibling interactions. The thesis draws on sociocultural theories, cultural sociological perspectives and insights from social interaction research. The analyses are grounded in the social interaction and meaning making acts that take place in media activities in the home settings. However they also extend to a broader societal context, in order to show how social structure and social action are constantly interwoven in children’s lives. The thesis documents how the media represent an important part of the child's everyday culture. Media create key reference frames and common platforms for the children’s games and play activities. The siblings use media and various artifacts to negotiate, challenge or assume desirable positions. Media artefacts can also be used as a way to present oneself. The younger siblings progressively work their way into the older siblings’ media landscapes, and the elder siblings become guides or role models in handling video games, music, and YouTube activities. In addition to purely practical skills when it comes to handling the technical equipment, the older siblings also mediate local taste hierarchies, norms, and values. The thesis also describes how children are social actors who interpret and reinterpret the constant ongoing movements in the media landscape. Moreover, the thesis highlights how consumption is closely linked to media practices. Mobiles, games consoles and membership on virtual gaming sites become highly valued phenomena and status markers in children’s media worlds. / Detta arbete undersöker hur syskon samspelar och skapar mening och social ordning inom ramen för olika mediepraktiker. Med hjälp av medieetnografiska metoder har 14 barn i åldrarna fyra till nio år (tio olika syskonkonstellationer) följts i hemmiljö under en halvårsperiod. Materialet består främst av videoinspelad interaktion. Avhandlingen bygger på sociokulturella och kultursociologiska perspektiv, där individen ses som en aktiv, meningsskapande och samspelande aktör som påverkar och påverkas av sin sociala och kulturella kontext. Analysen är i huvudsak relaterad till de handlingar som äger rum i lokalt situerade aktiviteter och undersöker vad syskonen gör med medier i olika verksamheter, men visar även hur samhällelig kontext och barns aktörskap är parallella aspekter i barns liv. Avhandlingen synliggör hur medier utgör en stor och viktig del av barns vardagskultur. Medier är självklara referensramar och skapar gemensamma plattformar för barnens samtal och lekar. Syskonen använder medier och olika artefakter för att förhandla, utmana eller fördela positioner. Småsyskonen tar sig successivt in i de äldre syskonens medielandskap, medan de äldre ofta blir ledstjärnor eller ger sig själva tolkningsföreträde. Vidare visas hur kunskapsförmedling är ett väsentligt inslag mellan syskon. Utöver rent praktiska färdigheter i hur de tekniska apparaterna ska hanteras, förhandlas även smak, normer, värderingar och tillgång till symboliskt kapital. Spel, musik, TV, YouTube och medieartefakter används som resurser för självpresentation.  Analyserna pekar på barnens aktörskap; barnen tolkar, omtolkar, utmanar och förhandlar innebörder och föreställningar om vad som är kultur för barn. Avhandlingen belyser även hur konsumtion intimt hänger samman med mediepraktiker. Mobiler, spelkonsoler och medlemskap på virtuella spelsidor blir åtråvärda artefakter och statusmarkörer i barnens medievärldar.