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A socio-rhetorical investigation of Qoheleth's use of argumentation in dialogue with traditional wisdomKenny-Ritchie, Lorraine 15 August 2012 (has links)
M.A. / The book of Ecclesiastes forms part of the wisdom genre, of Hebrew literature. It is a notoriously difficult book to interpret. The author, Qoheleth, displays an ideology and theology which is at variance with the rest of the Old Testament, namely protest wisdom. Finding the part Qoheleth plays, within the scope of the wisdom tradition, has troubled interpreters for years. This study, brings Socio-Rhetorics to bear on this problem. Rhetorical theory is used to try and bring about an understanding of how Qoheleth fits into the wisdom tradition. This study tries to show that Qoheleth dialogues with that wisdom tradition in order to develop his own argument. In particular, it shows that he quotes the book of Proverbs. How, Qoheleth, quotes Proverbs, and what he does with those texts, is illustrated in selected textual studies from Ecclesiastes. It was found that Qoheleth sharply criticise especially the simplistic over-evaluation of wisdom within traditional thought.
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Gênero digital homepage em educação online: uma análise sociorretórica bidimensional / Digital genre homepage in online education: a two-dimensional sociorhetorical analysisCampos, Karlene do Socorro da Rocha 03 June 2014 (has links)
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Previous issue date: 2014-06-03 / This research is inserted in the fields of Linguistics and Distance Education, specifically of
Online Education. It comprises the study of digital genre homepage on subjects of the
graduation course Mathematics Teaching Education - Distance Mode offered by the
Pontifical Catholic University of São Paulo (PUC-SP). We are based mainly on
sociorhetorical conception of textual genre, in which genre is conceived as a pragmatic
entity. In relation to this entity, the notions of purpose, context and action are
interlinked. From this perspective, to produce a genre, users aim to achieve a certain
purpose, and the success of the action that the genre conveys depends on the language
choices appropriate to the communicative situation. Our hypothesis is that knowledge of the
sociorhetorical organization of homepage genre helps the instructional designer in the
development of educational activities that promote a positive interaction between participants
of online distance learning courses and pedagogical contents, and consequently promote
their involvement in the teaching and learning process. In order to test it, we examined this
organization in homepages of courses offered in the 2nd half of 2012, considering the twodimensional
analysis of genre model (ASKEHAVE; NIELSEN, 2004), that is founded on the
sociorhetorical analysis proposed by Swales (1990), and that consider in the reading and
navigating modes of digital genres, communicative purposes; functional units (rhetorical
movements and links); and rhetorical strategies employed to achieve the communicative
purpose. Primarily, we are based on studies of genre as social action (MILLER, 2009, 2009a
[1984], 2009b [1992]; BAZERMAN, 2006 [1997]; 2009a [2004], 2009b [1994]; SWALES,
1990; BHATIA, 1993), as well as on studies of digital text genre (MARCUSCHI, 2010 [2004];
ASKEHAVE; NIELSEN, 2004) and hypertext (LEMKE, 2002; FINNEMANN, 1999). This
thesis is a case study based on observation and description of a phenomenon in a specific
context (MARTINS, 2008 [2006]; YIN, 1984; 2005 [2003]; TRIVIÑOS, 1987). The results
obtained show that the knowledge of sociorhetorical organization of homepage genre
provides an organization of pedagogical contents more oriented to interests and needs of
users. Consequently, this knowledge contributes to the student engagement with the
educational process / Esta pesquisa insere-se nos campos da Linguística e da Educação a Distância, mais
especificamente da Educação Online, e consiste no estudo do gênero textual digital
homepage em disciplinas do curso Matemática Licenciatura Modalidade a distância,
oferecido pela Pontifícia Universidade Católica de São Paulo (PUC-SP). Embasamo-nos,
principalmente, na concepção sociorretórica de gênero textual, em que o gênero é
concebido como uma entidade pragmática, na qual se entrelaçam as noções de propósito,
contexto e ação. Nessa ótica, ao produzirem um gênero, os usuários visam a atingir um
determinado propósito, e o sucesso da ação que o gênero veicula depende das escolhas
linguísticas adequadas à situação comunicativa. Nossa hipótese é que o conhecimento da
organização sociorretórica do gênero homepage auxilia o designer instrucional a promover
uma interação positiva dos participantes de cursos online a distância com o conteúdo
pedagógico e, consequentemente, a promover o seu envolvimento com o processo de
ensino e aprendizagem. Para testá-la, examinamos essa organização nas homepages de
disciplinas oferecidas no 2º semestre de 2012, na perspectiva do modelo de análise
bidimensional de gêneros (ASKEHAVE; NIELSEN, 2004), que parte da análise
sociorretórica proposta por Swales (1990) e considera, nos modos de leitura e navegação
dos gêneros digitais, os propósitos comunicativos; as unidades funcionais que os
caracterizam (movimentos retóricos e links); as estratégias retóricas empregadas para o
alcance dos propósitos comunicativos. Pautamo-nos, principalmente, em estudos de gênero
como ação social (MILLER, 2009, 2009a [1984], 2009b [1992]; BAZERMAN, 2006 [1997];
2009a [2004]; 2009b [1994]; SWALES, 1990; BHATIA, 1993); de gênero textual digital
(MARCUSCHI, 2010 [2004]; ASKEHAVE; NIELSEN, 2004) e de hipertexto (LEMKE, 2002;
FINNEMANN, 1999). O presente trabalho é um estudo de caso, fundado na observação e
descrição de um fenômeno em contexto específico (MARTINS, 2008 [2006]; YIN, 1984;
2005 [2003]; TRIVIÑOS, 1987). Os resultados obtidos demonstram que conhecer a
organização sociorretórica do gênero homepage propicia a organização de conteúdo
pedagógico mais voltada aos interesses e às necessidades dos usuários. Por conseguinte,
contribui para o envolvimento do aluno com o processo educacional
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