Le Coran, discours omniprésent via différents supports, ne cesse de faire couler beaucoup d’encre depuis le début de l’écriture au sein de la sphère arabe ; l’écriture en tant que composition d’ouvrages car la culture était, avant le Coran, orale. Depuis lors jusqu’à nos jours, il demeure un objet inépuisable d’études et de spéculations. Les sciences du langage ne sont pas suffisamment exploitées pour en explorer les arcanes en tant que discours religieux unique en son genre. Les études linguistiques se sont limitées aux domaines linguistiques de l’arabe tels que la syntaxe et la rhétorique lesquels tentaient de faire resurgir ce qui fait du Coran un discours inimitable tel qu’il se présente lui-même et tel qu’il est présenté par la Tradition islamique. Ce travail vise une analyse qui puise des théories modernes des sciences du langage pour une compréhension du discours coranique. / The Qur'an, an omnipresent discourse via different media, has been a constant source of attention since the beginning of writing in the Arab sphere; writing as a composition of works because culture was, before the Koran, oral. From then until today, he remains an inexhaustible object of study and speculation. The language sciences are not sufficiently exploited to explore its mysteries as a unique religious discourse. Linguistic studies were limited to the linguistic domains of Arabic such as syntax and rhetoric which attempted to resurrect what makes the Koran an inimitable discourse as it presents itself and as presented by Islamic Tradition. This work aims at an analysis that draws modern theories of language sciences for an understanding of Koranic discourse.

Made available in DSpace on 2016-04-28T19:34:14Z (GMT). No. of bitstreams: 1 Grace C Goncalves.pdf: 426715 bytes, checksum: 39c50063c0c451eab5526521aee77863 (MD5) Previous issue date: 2007-06-26 / Secretaria da Educação do Estado de São Paulo / The purpose of this work is researching the pragmatic strategies of the textual processing, based on the line of research of Reading, Writing and Teaching Portuguese Language. As elementary and high school teachers, we observe that our students depend on us to read, because they unknow or they are not conscious about such strategies. So, we must increase our knowledge about this subject, intending to prospect opportunities for Portuguese Language teachers can develop activities to raise the independent reader. We chose, as corpus, the enigma narratives Caio Fernando de Abreu s O Inimigo Secreto, Coelho Neto s A Sombra and Luís Martins s Os idos de Março. These narratives were chosen based on the fact that chalenging texts are showed as ludic games and make easier the teaching and learning of reading strategies. In order to develop this investigation, we created subsided by theoretician of Textual Linguistic and Theory of the Discourse Processing the following research questions: which textual process strategies do orient the reader to construct the senses and how can such strategies contribute to the development of independent readers at classroom? The specific intent is to verify what are these strategies and how they can contribute to the reader independency. That analysis allowed to identify frames, reference and referencial progress as strategies to orient the sense construction and to conclude that promoting the identification and application of such strategies at classroom contributes to the development of independent readers / Neste trabalho, situado na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, propomo-nos a pesquisar as estratégias pragmáticas de processamento textual. Como docentes do Ensino Fundamental e Médio, observamos que os estudantes são leitores dependentes da leitura dos professores porque desconhecem ou não têm consciência de tais estratégias. Neste sentido, devemos aprofundar nossos conhecimentos sobre o tema, com a finalidade de abrir perspectivas para que o professor de Língua Portuguesa possa desenvolver atividades que possibilitem a formação do leitor independente. Escolhemos, como corpus, as narrativas de enigma O inimigo Secreto, de Caio Fernando de Abreu; A Sombra, de Coelho Neto; e Os idos de Março, de Luís Martins. Fizemos essa opção baseados no fato de que textos desafiantes que se apresentam ludicamente como jogos facilitam o ensino e a aprendizagem de estratégias de leitura. Para o desenvolvimento de nossa investigação, elaboramos à luz de teóricos da Lingüística Textual e da Teoria do Processamento do Discurso as seguintes perguntas de pesquisa: que estratégias de processamento textual orientam o leitor na construção dos sentidos e como essas estratégias podem contribuir para a formação de leitores independentes em sala de aula. Com base nessas questões, tivemos como objetivo específico verificar quais são essas estratégias e como elas podem contribuir para a independência leitora. Nossas análises permitiram-nos identificar frames, referenciação e progressão referencial como estratégias orientadoras da construção de sentido e concluir que promover a identificação e aplicação dessas mesmas estratégias em sala de aula podem contribuir para a formação de leitores independentes

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-04-10T14:45:37Z No. of bitstreams: 1 Disserta??o - Victor Marques Soprana.pdf: 956604 bytes, checksum: 661af12f2b9fc53dc6a8eb5828c1791b (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-23T18:51:36Z (GMT) No. of bitstreams: 1 Disserta??o - Victor Marques Soprana.pdf: 956604 bytes, checksum: 661af12f2b9fc53dc6a8eb5828c1791b (MD5) / Made available in DSpace on 2018-04-23T19:03:27Z (GMT). No. of bitstreams: 1 Disserta??o - Victor Marques Soprana.pdf: 956604 bytes, checksum: 661af12f2b9fc53dc6a8eb5828c1791b (MD5) Previous issue date: 2018-01-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / A l?ngua inglesa se tornou crucial para o sucesso em publica??o de artigos cient?ficos no atual mundo acad?mico globalizado. Embora o ingl?s tenha se tornado uma Lingua Franca e, portanto, seja usado para falar com pessoas que possuem diferentes l?nguas maternas que compartilham o ingl?s como segunda l?ngua, a mesma abertura n?o ? encontrada em artigos cient?ficos ? os quais possuem uma estrutura espec?fica, independente da nacionalidade do escritor. Considerando tal processo multicultural, esta disserta??o objetiva prover a escritores de artigos cient?ficos um referencial te?rico sobre a relev?ncia do conhecimento intercultural e pragm?tico durante a escrita, especialmente sobre o uso de estrat?gias de hedging. Esta disserta??o foi desenvolvida baseada na hip?tese de que algumas caracter?sticas pragm?ticas, especificamente hedging, podem ser transferidas da primeira l?ngua (L1) de um autor para sua segunda l?ngua (L2) e que tal transfer?ncia poderia diminuir a possibilidade de publica??o de artigos cient?ficos em revistas acad?micas. Para confirmar tal hip?tese, foi desenvolvido: inicialmente, um referencial te?rico foi apresentado, provendo bases te?ricas sobre consci?ncia pragm?tica, transfer?ncia pragm?tica e comunica??o multicultural. Ap?s, hedges e estrat?gias de hedging foram introduzidas e discutidas, focando nas diferen?as entre hedges e hedging, e o efeito pragm?tico causado pelo uso de hedging. A se??o seguinte descreve a metodologia e an?lise da se??o de introdu??o de artigos cient?ficos produzidos por um falante nativo (NS) e um falante n?o-nativo (NNS), neste caso um brasileiro. Ambos artigos cient?ficos encontram-se dentro da mesma ?rea de conhecimento, a ?rea de neg?cios. A an?lise previamente mencionada e o referencial te?rico baseiam sugest?es sobre como reescrever frases categ?ricas encontradas no artigo escrito por um NNS. Como resultado, muitas ocorr?ncias de falta de hedging por NNS foram encontradas, evidenciando a necessidade de uma maior consci?ncia pragm?tica quando um autor NNS escreve artigos cient?ficos / English has become crucial for success in publishing scientific articles within the globalized academic world. Although English has become a Lingua Franca and, therefore, has been used to speak among people with different mother tongues who share English as a second language, the same openness is not found within scientific articles ? which have a specific structure, regardless of the nationality of the writer. In light of this multicultural process, this thesis aims to provide scientific article writers with a theoretical outline about the relevance of cross-cultural and pragmatic knowledge when writing, especially regarding the use of hedging. This thesis was developed based on the hypothesis that some pragmatic features, specifically hedging, might transfer from a writer?s first language (L1) to their second language (L2) and that such transfer would diminish their chances in successful publication of scientific articles in journals. In order to confirm this hypothesis, the following has been developed: first, a theoretical background has been presented, providing basis on pragmatic awareness, pragmatic transfer and multicultural communication. After, hedges and hedging strategies have been introduced and discussed, focusing on the differences between hedges and hedging, and the pragmatic effect that hedging causes. The following section describes the methodology and comprises the analysis of the introduction section of scientific articles produced by a native speaker (NS) and a non-native speaker (NNS), in this case a Brazilian. Both scientific articles are within the same area of knowledge, namely the business area. The aforementioned analysis and theoretical research support suggestions on how to rephrase categorical sentences found in the article written by a NNS. As a result, many instances were found where NNSs hedging is lacking, evidencing the necessity of an enhanced pragmatic awareness when a NNS writes a scientific article.

O presente estudo investiga a aquisição da expressão reflexiva \'ele mesmo\' por crianças adquirindo Português Brasileiro como língua materna, considerando a influência que tal expressão sofre da alternância entre os traços semântico-pragmáticos de reflexividade [+ provável] e reflexividade [- provável] dos predicados em que se encontra. Dois experimentos foram conduzidos, um de produção e um de compreensão, para descobrirmos que, nem mesmo dentre as crianças mais velhas testadas por nós (5;7 - 6;6), o desempenho adulto com a proforma complexa foi verificado. A variação semântica dos predicados, tendo se mostrado apreendida já pelas crianças entre 3;6 - 4;6, foi descartada como agente causador dos erros cometidos pelos sujeitos, razão pela qual recorremos à explicação que responsabiliza, pelo domínio tardio da expressão, a sobrecarga computacional que as operações mentais relevantes à interpretação do \'ele mesmo\' impõem sobre a limitada memória de trabalho infantil. / The present study investigates the acquisition of the reflexive expression \'ele mesmo\' by children acquiring Brazilian Portuguese as their mother language, considering the influence that such expression suffers from the variation between the semantic-pragmatic features of [+ probable] reflexivity and [- probable] reflexivity of the predicates in which it is included. Two experiments were conducted, one of production and another of comprehension, and we discovered that, not even among the oldest children tested (between 5;7 - 6;6 years of age), adult performance with the complex proform was achieved. The younger children tested (between 3;6 - 4;6 years of age) showed mastery of the semantic variation of the predicates. Therefore, the mistakes committed by the subjects cannot be explained by a lack of knowledge of these pragmatic features. In order to account for such non-adult behavior, we resorted to an explanation that blames the computational overload that the relevant mental operations to the interpretation of \'ele mesmo\' impose over the limited working memory of the children.

Vários métodos estatísticos aplicados à medicina diagnóstica sofreram, nas últimas décadas, enormes avanços. Grande parte destes métodos está voltada ao problema de classificar indivíduos em grupos, sendo que os testes diagnósticos ligados a técnicas de Inteligência Artificial compõem nossa principal aplicação desse trabalho. Estes testes estatísticos são descritos como métodos teoricamente capazes de indicar a presença ou a ausência de uma determinada doença, com certa chance de erro. A quantificação destas chances de erro que é, basicamente, o objetivo destes métodos tem servido a inúmeras aplicações e nesse trabalho é utilizada como fonte de evidências para os procedimentos de análises estruturados em Lógica Paraconsistente. Como a Lógica Paraconsistente é uma lógica não-clássica que aceita contradição em sua estrutura sem invalidar as conclusões, e utiliza em suas análises valores evidenciais, aplicamos aqui os conceitos fundamentais de um tipo de Lógica Paraconsistente denominada de Lógica Paraconsistente Anotada com anotação de dois valores LPA2v. Através dos procedimentos estatísticos e os fundamentos da LPA2v o presente estudo objetiva descrever a situação em que o teste produz uma resposta que não é descrita simplesmente como positivo ou negativo, mas por um resultado que pode ser expresso por uma variável categórica ordinal ou por uma variável contínua que pode ser considerada como grau de evidência. Esse processo é realizado utilizando uma dedução lógica que usa os conceitos da Probabilidade Pragmática na qual se pode efetuar uma ligação entre a teoria probabilística de Bayes e os métodos de aplicação da Lógica Paraconsistente Anotada com dois valores LPA2v. Dessa junção surgiram neste trabalho algoritmos Paraconsistentes que descrevem esse processo. Denominamos o processo de adaptação da Teoria de Bayes para a Lógica Paraconsistente de ParaBayes. Para demonstrar os procedimentos que utilizam os conceitos fundamentais da LPA2v em dados probabilísticos foram extraídos valores evidenciais de um banco de dados que se refere à submissão de um conjunto de casos, contendo uma série de evidências e o diagnóstico de Diabetes, em uma comunidade de índias PIMA. São utilizadas no banco de dados índias PIMA as técnicas dos métodos estatísticos e de raciocínio probabilístico de Bayes para levantamento de dados que foram interpretados e modelados como Graus de Evidência capazes de serem analisados pelos Algoritmos da LPA2v. Neste estudo verifica-se que a extração dos Graus de Evidência não invalida as técnicas estatísticas já estabelecidas, mas confere através da LPA2v novas formas de interpretação baseadas nos resultados e produzindo meios que facilitam o tratamento dos dados por ferramentas computacionais elevando o grau de confiança dos diagnósticos. Uma das observações importantes é que o método LPA2v/Bayes proposto utilizado para extrair evidências é capaz de evitar possíveis distorções no formato da curva que possam advir da seleção inadequada de casos de teste. Os resultados obtidos sugerem que em situações nas quais se tenha uma grande quantidade de casos em que as incertezas exijam métodos estatísticos para formar diagnóstico, esta seja uma boa técnica para se adotar em sistemas de apoio a decisão médica. / Several statistical methods applied to the medicine diagnostic suffered, in the last decades, enormous progresses. Great part of these methods come back to the problem from classifying individuals in groups. Tests that use techniques of Artificial Intelligence compose our main main focus. Statistical tests are described as methods capable to indicate the presence or the absence of a certain disease, with a certain chance of error. The quantification of these error chances that is, basically, the objective of these methods has served to countless applications. In this work it is used as source of evidence for the procedures of analysis structured through Paraconsistent Logic. As Paraconsistent Logic is a non-classic logic that accepts contradiction in its structure without invalidating the conclusions and uses in its analysis values attributed to evidences, we applied the fundamental concepts of a type of Logic denominated Paraconsistent Logic Annotated with two values LPA2v. Through the statistical procedures and the foundations of LPA2v the present study aims at describing the situation where the test produces an answer that is not simply described as \"positive\" or \"negative\", but can be expressed by an ordinal variable or by a continuous variable that can be considered as an evidence degree. That process is obtained using a logical deduction that uses the concepts of the Pragmatic Probability where it can make a connection between the probabilistic theory of Bayes and the methods of Paraconsistent Logic, Annotated with two values, LPA2v. Out of that junction Paraconsistent algorithms appeared in this work that describe the whole process. We denominated the process of adaptation of the Theory of Bayes to Paraconsistent Logic of ParaBayes. To demonstrate the procedures that use the fundamental concepts of LPA2v evidence values were extracted from a database comprising a series of evidences and the diagnosis of Diabetes, in a community of PIMA Indians. The PIMA Indian database was a test-bed field for the techniques of the statistical methods and of reasoning probabilistic of Bayes for rising of data that were interpreted and modeled as Degrees of Evidence capable of being analyzed by the Algorithms of LPA2v. In this study it is verified that the extraction of the Degrees of Evidence doesn\'t invalidate the statistical techniques established, but it allows for new forms of interpretations based on the results and producing means that facilitate the treatment of the data, elevating the trust in the diagnostic. One of the important observations is that the proposed method LPA2v/Bayes used to extract evidence is capable to avoid possible distortions in the format of the curve that is usually the result of inadequate selection of test cases. Results suggest that in situations where a great amount of cases have uncertainties this is a good technique to adopt in medical decision support systems.

Swedes’ proficiency in English is often high up in the world rankings among the countries in which English is an L2[1]. Learners of English are routinely tested in the Swedish school system, using standardized national tests to measure how well students are doing nationwide, whilst also providing teachers with sometimes essential assistance in grading students’ language skills. At the end of year 9, students should have developed “all-round communicative skills”. But how do we determine what having “all-round communicative skills” constitutes? What are learners’ attitudes towards and perception of what they learn, how they learn it and their own present ability? What are some areas in which they believe they can improve the most, and is there a preferred way to learn a specific skill? Is communicative competence even focused on in the classroom, and if it is – how and how often? The purpose of this study is threefold: to identify how communicatively competent students in year 9 consider themselves in comparison to their peers; how much they believe that they work with communicative competence in school; and what they perceive to be their weakness and area of communicative competence that could be improved most. Secondarily, are there any differences in what is believed to be focused on in class between students and teachers? To answer these questions, an overview of the aspects that together constitutes being communicatively competent based on relevant previous research will be provided. The aims of English as a school subject in Swedish schools are studied in order to see what the goals are, according to the curriculum. After collecting data using interviews and a questionnaire, results indicate that students are not always aware of when and how classroom activities are designed to improve communicative competence. Students in general also seemingly have a varying opinion on what areas they have the most potential for improvement in. There is thus a disparity between learners’ expectations and perception of their own needs, and teachers’ opinions of what requires improvement and how learning of communicative skills is best done. [1] In the writing process, a decision was made to call English an L2 and not a FL throughout the study, since they are still trying to learn another language than their L1 in either case (Yule, 2014, p. 187).

Emojis are useful and efficient tools in computer-mediated communication. The present study aims to find out how English-speaking Twitter users employ five specific emojis, and if they utilize them for the same pragmatic functions. The five emojis were chosen based on earlier research on the subject. One of them was deemed unambiguous and four were deemed ambiguous in previous studies. To investigate whether these emojis are ambiguous and if they are used for several pragmatic functions, a corpus was made by collecting tweets from Twitter. 100 tweets were gathered for each emoji: 50 from New York and 50 from London. Each tweet was analyzed in order to see what function the emoji served in each tweet. Another objective was to find out if cultural differences had any importance for the pragmatic function of the emojis. Three of the four emojis that had been deemed ambiguous by previous research were considered to be ambiguous in the present study as well, as they displayed a multitude of different pragmatic meanings. The single emoji that was considered to be unambiguous by previous research, was used in a consistent manner in the present study, which confirmed the theory that it truly is unambiguous. The results also showed that cultural influences do play a role in how people use emojis for different pragmatic functions. / Emojis är användbara och effektiva verktyg i digital kommunikation. Denna undersökning syftar till att ta reda på hur engelsktalande Twitter-användare använder fem specifika emojis, och om de utnyttjar dem för att förmedla samma pragmatiska funktioner. Fem emojis valdes utifrån tidigare forskning i ämnet; en av dem ansågs entydig och fyra ansågs tvetydiga i tidigare studier. För att undersöka om dessa emojis är tvetydiga, och om de används för flera pragmatiska funktioner, gjordes en corpus genom att samla in tweets från Twitter. 100 tweets samlades in för varje emoji; 50 från New York och 50 från London. Varje tweet analyserades för att se vilken funktion emojin hade i varje tweet. Ett annat syfte var att ta reda på om kulturella skillnader har någon betydelse för vilken pragmatisk funktion emojin tjänar. Tre av de fyra emojis som i tidigare forskning ansetts vara tvetydiga kan betraktas som tvetydiga även i denna studie, eftersom de visade på en mängd olika pragmatiska betydelser. Den emoji som ansågs vara otvetydig i tidigare forskning visade sig användas på ett konsekvent sätt även i denna studie, vilket bekräftar teorin om att den verkligen är entydig. Resultaten av denna studie visade även att det finns en kulturell påverkan på hur människor använder emojis för olika pragmatiska funktioner.

En quarante ans, la Bretagne a subi en moyenne un naufrage de pétrolier tous les cinq ans. A chaque marée noire, le dommage écologique génère des mobilisations massives, des controverses sur la scène publique et la remise en cause des dispositifs de régulation. Malgré son évidence sensible, ni le régime international d'indemnisation (FIPOL) ni le Droit national n'intègrent l'atteinte environnementale comme motif supplémentaire de responsabilité financière pour les opérateurs. Les dommages de la pollution sont pris en compte à travers, d'un côté, les préjudices économiques et matériels et, de l'autre, les dommages purs à la biodiversité, sous la forme d'actions de restauration des milieux naturels. Les critiques pointent la faiblesse de la dissuasion : les coûts d'une marée noire pour les acteurs du transport maritime pétrolier sont considérés dérisoires au vu des profits et donc peu incitatifs à des comportements plus prudents. Elles réclament également la reconnaissance des dommages écologiques par le Droit, qui ouvrirait la possibilité de conséquences juridiques et économiques concrètes aux faits de pollutions et l'indemnisation des atteintes à l'environnement.Cette recherche s'intéresse aux processus de changement vers la reconnaissance des dommages écologiques des marées noires. Il ne s'agit pas de questionner l'efficacité de la prise en compte des dégradations environnementales par le dispositif de gestion ou les voies juridiques susceptibles de soutenir son intégration dans le Droit - déjà largement explorées - mais d'étudier les réalités du dommage écologique et d'analyser les actions de changement mises en oeuvre par des acteurs pour susciter leur reconnaissance. Cette analyse est conduite à partir de deux cas d'étude, la marée noire de l'Amoco Cadiz (1978) et celle de l'Erika (1999).Nous explorons une voie alternative et élargie de compréhension des atteintes de la marée noire, en considérant que la marée noire endommage aussi des relations plurielles entre hommes et environnement. Grâce à la sociologie pragmatique développée par Thévenot dans L'action au pluriel (2006) nous montrons les réalités plurielles du dommage écologique en termes d'attachements d’hommes à des non humains, que ni la description des écologues, ni celle des attachements de type marchand ne parviennent à saisir. Par ailleurs, à partir d'une analyse stratégique de la gestion de l'environnement (Mermet et al., 2005), nous étudions la manière dont les acteurs élaborent l'action de changement et comment celle-ci porte le dommage écologique. Nous nous intéressons tout particulièrement à la manière dont les enjeux de l'action induisent certains choix de qualification du dommage au tribunal.La recherche propose ainsi de nouvelles connaissances sur le dommage écologique, qui pourraient en renouveler la définition (intérêt théorique). Questionner les atteintes aux attachements pourrait également ouvrir une voie intéressante pour soutenir de nouvelles formes de justification sur la scène publique et favoriser la reconnaissance juridique des dommages écologiques (intérêt opérationnel). Enfin, elle articule deux cadres de pensée jusque-là disjoints en sciences humaines et qui se révèlent complémentaires. En donnant à voir les réalités plurielles, individuelles et collectives, des dynamiques environnementales, cette recherche propose d'enrichir la compréhension de la mise en oeuvre d'une action de changement au-delà des analyses de l'action collective (Cefaï, 2007). / Over the last forty years, an oil tanker has sunk off the Brittany coast of France every five years on average. Each time, the ecological damage from the oil slick has mobilised huge numbers of people to volunteer and demonstrate, and generated public controversy and criticism of regulatory procedures. Although oil spills provoke evident impacts, neither the International Oil Pollution Compensation Funds (IOPC Funds) nor French Law recognise environmental detriment as a motif for financial compensation by the operators. The damages and pollution are taken into account firstly as economic and material losses, and secondly in terms of damage to biodiversity requiring habitat restoration actions. Critics highlight the feeble deterrent and the lack of incentive for maritime oil transporters to reduce risks: in relation to their profits the costs of an oil slick to them is regarded as derisory. These critics also call for recognition of ecological damages by the law. This would allow environmental pollution to incur economic and juridical responsibilities, and for environmental harm to require compensation.This research project looks at change processes leading to the recognition of ecological damage from oil slicks. We do not add to the existing substantial debate over the efficiency or interest of integrating environmental concerns into conduct rules and the legal system, nor evaluate different methods for doing do. Instead we study the realities of ecological damage, and analyse actions for change implemented by different actors to provoke their recognition. This analysis is based on two case studies: the oil slicks from the Amoco Cadiz (1978) and the Erika (1999).We explore an alternative and wider approach to understanding the harm caused by an oil slick, by considering that it damages multiple relationships between man and the environment. Using the concept of pragmatic sociology (Thévenot, “L’action au pluriel”, 2006) we reveal the multiple realities of ecological damage in terms of the relations between humans and nonhumans. These relations cannot be described in purely commercial nor ecological terms. Using a strategic analysis of environmental management (Mermet et al., 2005), we study how actors elaborate an action for change and how the action represents environmental damage. We look particularly at how the challenge of the action leads to certain choices when qualifying the damage to the courts.Thus, the study proposes new information on ecological damage, allowing the definition to be renewed (theoretical interest). By examining ecological damage in terms of harm to human – nonhuman relations, it provides an interesting support for new forms of justification in the public arena, and promotes legal recognition of ecological damage (operational interest). Finally, the study brings together, and shows to be complementary, two conceptual frameworks hereto unarticulated in human sciences. The study reveals the multiple individual and collective realities of environmental dynamics, and thus allows a richer understanding of the implementation of an action for change than a standard analysis of collective action (Cefai, 2007).

O presente estudo investiga a aquisição da expressão reflexiva \'ele mesmo\' por crianças adquirindo Português Brasileiro como língua materna, considerando a influência que tal expressão sofre da alternância entre os traços semântico-pragmáticos de reflexividade [+ provável] e reflexividade [- provável] dos predicados em que se encontra. Dois experimentos foram conduzidos, um de produção e um de compreensão, para descobrirmos que, nem mesmo dentre as crianças mais velhas testadas por nós (5;7 - 6;6), o desempenho adulto com a proforma complexa foi verificado. A variação semântica dos predicados, tendo se mostrado apreendida já pelas crianças entre 3;6 - 4;6, foi descartada como agente causador dos erros cometidos pelos sujeitos, razão pela qual recorremos à explicação que responsabiliza, pelo domínio tardio da expressão, a sobrecarga computacional que as operações mentais relevantes à interpretação do \'ele mesmo\' impõem sobre a limitada memória de trabalho infantil. / The present study investigates the acquisition of the reflexive expression \'ele mesmo\' by children acquiring Brazilian Portuguese as their mother language, considering the influence that such expression suffers from the variation between the semantic-pragmatic features of [+ probable] reflexivity and [- probable] reflexivity of the predicates in which it is included. Two experiments were conducted, one of production and another of comprehension, and we discovered that, not even among the oldest children tested (between 5;7 - 6;6 years of age), adult performance with the complex proform was achieved. The younger children tested (between 3;6 - 4;6 years of age) showed mastery of the semantic variation of the predicates. Therefore, the mistakes committed by the subjects cannot be explained by a lack of knowledge of these pragmatic features. In order to account for such non-adult behavior, we resorted to an explanation that blames the computational overload that the relevant mental operations to the interpretation of \'ele mesmo\' impose over the limited working memory of the children.

O presente trabalho avaliou a pragmática da linguagem oral através do Teste de Linguagem Infantil - ABFW em dois grupos de crianças entre sete e 11 anos incompletos, sendo um com diagnóstico de TDA/H e outro sem diagnóstico (grupo controle), com quociente intelectual >= 90. Trata-se de um ensaio clínico, prospectivo. O projeto foi desenvolvido em crianças diagnosticadas com TDA/H, pela equipe multiprofissional no ambulatório do Distúrbio do Aprendizado do Instituto da Criança do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo. A linguagem oral foi avaliada através do teste de fonoaudiologia da linguagem infantil (ABFW), nas áreas de fonologia, vocabulário e pragmática (atos comunicativos). As crianças diagnosticadas com TDA/H foram avaliadas pela fonoaudióloga em dois momentos, inicialmente na vigência do tratamento medicamentoso de curta ação, com 0,3 - 0,5 mg/kg/dose, administrado de 30 a 60 minutos antes da testagem, a mesma foi refeita após 15 dias, sem o uso da medicação por 48 horas antes da testagem. As crianças do grupo controle realizaram a avaliação fonoaudiológica somente uma vez. Dessa maneira, houve a formação de três grupos: TDA/H sem medicação, TDA/H medicado e grupo controle. Foram realizadas no total 60 avaliações (20 TDA/H medicado; 20 TDA/H não medicado, 20 grupo controle). Os dados indicaram que não foi encontrada diferença estatisticamente significante entre as médias das idades das crianças dos grupos TDA/H e controle (p=0,35). Não foi encontrada diferença estatisticamente significante entre as medianas de QI >= 90 nos grupos TDA/H e controle (p=0,62). Não foi encontrada diferença estatisticamente significante entre as medianas dos escores da pragmática da linguagem oral nos grupos controle e TDA/H medicado (p=0,14). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos de TDA/H medicado e TDA/H não medicado (p= 0,001). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos controle e TDA/H não medicado (p=0,002). As crianças diagnosticadas com TDA/H estudadas apresentaram comprometimento na pragmática da linguagem oral, tendo sido observado que a medicação possibilitou a melhora no escore quando comparado ao sem uso de medicação. Acreditamos que a alteração da pragmática da linguagem oral esteja associada com a dificuldade de aprendizagem, que também é frequentemente observada nos pacientes com TDA/H, embora não tenhamos efetuado a correlação desses fatos no atual estudo pretendemos fazê-lo posteriormente. Deve ser considerado que através da pragmática empobrecida os turnos dialógicos não são adequadamente estabelecidos, com isso há dificuldade na conquista de vínculos e manutenção das habilidades sociais / The present study evaluated the pragmatics of oral language through the Children \'s Language Test (ABFW) in two groups of children between the ages of seven and 11 years old incomplete, one with a diagnosis of ADHD and one without a diagnosis (control group) with IQ >= 90. The comparison of these groups is of great importance in the current context of pediatrics. This is a prospective clinical trial. The project was developed in children diagnosed with ADHD by the multiprofessional team at the Learning Disorder outpatient clinic of the Children\'s Institute of the Hospital das Clínicas of the Faculdade de Medicina da Universidade de São Paulo. The language was evaluated through the phonoaudiological test Children\'s Language Test (ABFW), in the areas of phonology, vocabulary and pragmatic (communicative acts). The children diagnosed with ADHD were evaluated by the speech therapist in two moments, initially during the short-acting medication treatment, with 0.3 - 0.5 mg/kg/dose, which is administered 30 to 60 minutes before the start of phonoaudiological evaluation, and again after 15 days without medication for at least 48 hours. The children of the control group were evaluated at one time. Thus, three groups were formed: ADHD without medication, ADHD medication and control group. A total of 60 evaluations were performed (20 ADHD medicated, 20 unmedicated ADHD and 20 control group). Therefore their means were compared, no statistically significant difference was found between the means from the children\'s age of the group with ADHD and group control (p=0,35). No statistically significant difference was found between the IQ >= 90 in the same groups (p=0,62). No statistically significant difference was found between the medians of the initial scores in the pragmatic oral language group control and ADHD medicated (p=0,14). A statistically significant difference was found between the medians of the initial score in the pragmatic oral language in the groups with ADHD medicated and not medicated (p=0,001). A statistically significant difference was found between the medians of the oral language pragmatics score in the control and ADHD unmedicated groups (p=0,002). The children diagnosed with ADHD studied showed impairment in the oral language pragmatics which has been observed that the medication allowed the improvement in the score when compared to the non-use of medication. We believe that altering the pragmatics of oral language is associated with learning difficulties, which also are frequently observed in patients with ADHD, although we did not correlate these facts in the current study, we intend to evaluate them later. It should also be considered that through impoverished pragmatics the dialogic shifts are not adequately established, with this there is difficulty in gaining links and maintaining social skills