The purpose of this study is to investigate which discourse dominates a group conference between parent, teacher and child. My questions to examine are: which discourse can be seen as the dominating discourse based on the texts I use in my study, which subject positions do the main discourse construct and how do subject positions legitimize the discourse? To be able to answer this questions I have studied texts consisting of a pocket of a local order and interviews with four preschool teachers. I have used a discourse analysis inspired by Foucault, with a social constructionistic perspective. My result is based by using the theories of Foucault about discourses, power/knowledge and subject positions. The result of the study shows that the dominating discourse contradicts the dominating discourse of individual conferences in Swedish preschools. According to the discourse the group conference is a meeting where parents, teachers and children meets and having a dialogue about the learning of children. The subject positions are constructed to legitimize this perspective.

Uppsatsens syfte är att studera hur kvinnor som är chefer framställer chefskapet och svara på frågeställningen på vilka sätt chefskapet konstrueras samt vilka villkor och förväntningar som finns utifrån kvinnornas konstruktioner. Totalt intervjuades sex kvinnliga chefer i semistrukturerade intervjuer. Utifrån intervjutranskriptioner identifierades tre tolkningsrepertoarer och tre subjektspositioner. Tolkningsrepertoarerna var; ”det professionella samspelet”, ”det kravfyllda chefskapet” och ”den manliga och det kvinnliga i chefskapet”. De identifierade subjektspositionerna var; ”chefen som kollega”, ”chefen som den ytterst ansvariga” och ”den elaka kvinnan”. Studien genomfördes med diskurspsykologisk och socialkonstruktionistiskt teori och metod. Studien resulterade i identifierandet av tre tolkningsrepertoarer och tre subjektspositioner inom vilka olika aspekter av hur chefskapet konstruerades redogjordes för samt hur dessa kan tolkas i förhållande till förväntningar och villkor. / The purpose of this paper is to study how female managers constructs leadership and to answer in what ways leadership can be constructed together with what conditions and expectations that exists based on the women´s constructs. Six female managers where interviewed in semi structured interviews. From the interview transcripts three interpretation repertoires and three subject positions where identified. The identified interpretation repertoires where; “the professional teamwork”, “the demanding leadership” and “the male and female in leadership”. The subject positions where; “The manager as a colleague”, “the manager as the ultimately responsible” and “the mean woman”. The study was conducted with discourse-psychological and social constructionistic theory and method. The result of the study showed the identification of three interpretation repertoires and three subject positions within which different aspects of how leadership was constructed and how they can be interpreted in relation to expectations and terms.

Syftet med studien är att ur ett diskursteoretiskt perspektiv beskriva rådande diskurs och inom diskursen tillgängliga subjektspositioner, då sju gymnasieelever beskriver sina åtgärdsprogram på högskoleförberedande program. Resultatet visar att det råder samstämmighet bland eleverna kring att de har fått åtgärdsprogram upprättade eftersom de ligger efter i skolarbetet och att de ligger på betyget F i en eller flera kurser. Resultatet visar vidare att det inte råder samstämmighet bland eleverna kring hur det kommer sig att de ligger efter och riskerar F, och att det heller inte råder samstämmighet kring hur åtgärdsprogrammet har bidragit till förbättrade resultat. Resultatet visar att det i elevernas beskrivningar också framkommer att de har ett flertal subjektspositioner tillgängliga inom diskursen. Av dessa tillgängliga subjektspositioner intar samtliga elever i studien subjektspositionen elev som riskerar att få F. Likaså visar resultatet att samtliga elever intar en subjektsposition som innebär att han eller hon inte är ovanlig. / The aim of this study is to describe, from a discourse theoretical perspective, the prevailing discourse and the subject positions available within this discourse among sevens pupils attending higher education preparatory programmes at Upper Secondary Schools in Sweden. The discourse emerges in qualitative interviews where the pupils talk about their experiences of individual educational plans. The result shows that concordance prevails among the pupils about the fact that their individual educational plans have been drawn up because they have fallen behind in their school work, and because they run the risk of having grade F. Furthermore, the result shows that concordance does not prevail among the pupils when it comes to why they have fallen behind in their school work or how the individual educational plan has helped to improve the results. The result shows that in the pupils’ descriptions several subject positions appear as accessible within the discourse. All pupils accept the subject position of a pupil running the risk of getting an F, likewise they all accept a subject position that signifies that he or she is not an unusual or special pupil.

Our research has as corpus fragments of letters, journals and short stories of the English writer Katherine Mansfield. We approach the meta-discursiveness of letters and journals and the esthetics-literary discursiveness of short stories of the writer in order to verify the intercrossing of speeches between the Author-Subject Enunciative Position (ASEP) and Writer-Subject Enunciative Position (WSEP) and the moving of meaning that is established in the thematic enunciative regularities from the letters and journals to the short stories. Thereby, we search the understanding of a continuous in enunciative alteration between different speeches enunciated between the real of language and history, in sieve of an Author-Subject Enunciative Position (ASEP) that enunciates the letters and journals, and the one Writer-Subject Enunciative Position (WSEP) that enunciates the narrative of the short stories in the intercrossing polyphonic-interdiscourse from a Narrator-Subject Position (NSP) and from a Character-Subject Position (CSP). The way that unravels the literary esthetic discursiveness of meaning in the gender of short stories has its theoretical support in the French Discourse Analysis; in Pêcheux (1995; 2006) in the notions of subject, discourse and significance; a theoretical-linguistic referential support in Authier-Revuz (2001; 2004) in the heterogeneous enunciateveness of the speeches and, finally, two theoretical complementary bases. The first in Mikhail Bakhtin (1997; 2004) accosting notions of dialogism, polyphony and genders of discourse, and the second in Foucault (1995) e Le Goff (1990; 2003) dealing with the letters and the journals as monument document. With this theoretical support, we verify the constitutive meta-discursiveness of the Author-Subject Enunciative Position that implies in an esthetic discursiveness enunciated by the Writer-Subject Enunciative Position, forming, in this way, the speeches of an enunciative literary-esthetics manifestation in the meaning of the gender short stories. / Nossa pesquisa tem como corpus fragmentos de cartas, diários íntimos e contos da escritora inglesa Katherine Mansfield. Abordamos a metadiscursividade das cartas e diários íntimos e a discursividade estético-literária dos contos da escritora com interesse em verificar os entrecruzamentos de dizeres entre a Instância Enunciativa Sujeito-autor (IESA) e a Instância Enunciativa Sujeito-Escritor (IESE) a partir da movência dos sentidos que se estabelece nas regularidades enunciativas temáticas das cartas e diários íntimos para os contos. Desse modo, buscamos o entendimento de uma alteridade enunciativa contínua presente entre os diferentes dizeres enunciados entre um real da língua e da história, no crivo de uma Instância Enunciativa Sujeito-Autor (IESA), enunciada por meio das cartas e diários íntimos e de uma Instância Enunciativa Sujeito- Escritor (IESE) que enuncia a narrativa dos contos no atravessamento polifônicointerdiscursivo de uma Posição Sujeito-Narrador (PSN) e de Posições Sujeito- Personagem (PSP). Assim, o caminho que desvenda a discursividade estético-literária do sentido do gênero conto tem embasamento teórico na Análise do Discurso Francesa, em Pêcheux (1995; 2006) nas noções de sujeito, discurso e sentido. Encontramos, ainda, um suporte referencial teórico-lingüístico em Authier-Revuz (2001; 2004) nos estudos sobre as heterogeneidades enunciativas do dizer e, por fim, duas bases teóricas complementares: a primeira em Mikhail Bakhtin (1997; 2004) com as noções de dialogismo, polifonia e gêneros do discurso e a segunda em Foucault (1995) e Le Goff (1990; 2003), tratando a carta e diário íntimo como documento monumento. Com esse embasamento teórico, verificamos a metadiscursividade constitutiva da Instância Enunciativa Sujeito-Autor (IESA) que implica uma discursividade estética enunciada pela Instância Enunciativa Sujeito-Escritor (IESE), constituindo, dessa maneira, os dizeres de uma manifestação enunciativa estético-literária sentidural do gênero conto. / Mestre em Lingüística

This essay intends to interpret the Council of Europe Convention on preventing and combating violence against women and domestic violence (CETS No. 210) using discourse analysis and theories of the sexual contract (Pateman 1988) and the male protective logic (Young 2003). The purpose is to find out which feminist discourses can be made visible in the convention, which subject positions are constructed within the framework of those discourses and how re- sponsibilities are distributed in contemporary policy documents. In summary the results show that the central subject positions within the convention consist of the protector, the victim and the perpetrator, which in turn include the majority of underlying subjects that both overlap each other and sometimes oppose each other's positions. The same subject who holds the po- sition of protector can also be the perpetrator and in this paradox are found, among others, the state and the violent man. A feminist discourse that underlies the convention's presentation is that unequal structures between binary gender categories, which is described as a fundamental problem when it comes to violence against women. Pointing out these structures risks of re- producing stereotypical notions of women and men as generalizable groups, but the convention also contributes through these representations to an international recognition of patriarchal structures and to shift the problem of men's violence against women and domestic violence from being a private matter to a problem for which the state should take responsibility.

In the Spring of 2018 the Swedish Government announced an intended new law on legal sex change, based on self-identification. The Government’s policy proposal did however, not make it to the parliament as a formal proposition, most likely due to critique from the Council of Legislation. In this thesis, the Swedish government’s problematization of gender identity is scrutinized. The empirical material consists of the Swedish Government Official Report Ändring av det kön som framgår av folkbokföringen Ds 2018:17. A poststructural approach to policy analysis is applied with a focus on how subjects and gender identities are made possible through subject positions identified in the report. By applying a poststructural perspective, this thesis highlights some of the paradoxes of identity-based rights and reflect on how governing takes place through the making of stable and responsible subjects.

The aim of this thesis is to historize discourses of parenthood by analyzing how they are negotiated and legitimized in Swedish non-literary and wide spread texts published in the 1870s, 1940s and 2010s. The analyzed corpus consists of the following: family and women’s movement magazines from the 1870s; a public counseling brochure and weekly magazines from the 1940s; blog texts; online health counseling; parent magazines; and public welfare information from the 2010s. The study moreover aims to make an inventory of which visual and lexico-grammatical resources realize legitimating strategies in the texts. Theoretically, the thesis draws on constructivist and feminist discourse theories and social semiotics. There is an emphasis on subject positions and power relations. The thesis investigates which parental subject positions are legitimized in the corpus, what power relations they reproduce, and furthermore how different positions are transformed as discontinuities of each other and over time. The results are presented in four analytical chapters. In the first of these, findings derived from the legitimation analysis of the 1870s are presented. The following two chapters present the results derived from the analysis of the 1940s and 2010s. The fourth research chapter presents an inventory of semiotic resources with the potential to realize legitimating strategies. One crucial discourse-historical result regards how the position of the mother as primary caretaker predominates in the research data. However, the position is mainly legitimized during the 1870s and transformed into legitimacy during the 1940s and 2010s. The analysis furthermore captures how the same position is legitimized during the 1870s with reference to a discourse concerning a divine order of things. Although this divine discourse is muted during the 1940s and 2010s, it continues to imprint the representations. Moreover, the analysis captures how discourses of legitimate parenthood constitute discourses of manhood, Swedishness, expert knowledge, responsiveness to children, consumption and risk management throughout the investigated periods, yet in discontinuous ways. The overall conclusion drawn is that legitimized discourses from one historical setting can constitute silent foundations for representations in later historical contexts. By unraveling history from past to present, the thesis shows how it is possible to identify presupposed lineages of today’s ideas and discourses, and thereby to deconstruct hegemonic truths and the power relations they reproduce.

O presente trabalho trata de objeto de natureza interdisciplinar, a partir do qual abordamos questões linguísticas e sócio-históricas ligadas ao português paulista culto na São Paulo de início do século XX. Realizamos a descrição e análise da ordem de constituintes sentenciais em duas instituições escolares da Capital, complementarmente à análise das instituições e seus sujeitos, bem como de seu lugar na história/memória da cidade, buscando compreendê-los na dinâmica da vida paulistana da virada do século. O recorte linguístico considera as posições do sujeito e do clítico. O corpus é constituído de atas escritas por professores, diretores e secretários da Escola Normal (majoritariamente feminina) e do Ginásio da Capital (exclusivamente masculino), instituições importantes por seu papel na dinâmica de reorganização social e política em uma sociedade altamente heterogênea, em que as tensões repercutiam em formas diversas de distinção em todos os âmbitos da cultura local, inclusive o linguístico. Com o propósito de compreender amplamente nosso objeto, trabalhamos com os dados linguísticos e materiais que pudessem trazer ao presente um pouco da realidade da época e que recuperasse seus pontos de vista. Para isso, analisamos revistas de ensino, livros de matrícula, gramáticas, discursos e outras fontes. A perspectiva adotada, condizente com a natureza do objeto, é interdisciplinar, e teve por objetivo possibilitar uma análise do uso linguístico inserido nas relações sociais, assumindo pressupostos da sociolinguística, sociologia, antropologia e história, visando à compreensão integrada do fenômeno. / This work deals with an interdisciplinary object, in which we refer language issues and socio-historical linked to Portuguese Paulista in Sao Paulo early twentieth century. We perform the description and analysis of sentential constituent order in two schools of the capital, in addition to the analysis of institutions and their subjects, as well as its place in the history of the city, seeking to understand them in the dynamics of São Paulo of the early century. The linguistic focus considers the positions of subject and clitic. The corpus is composed of texts written by teachers, principals and secretaries of the Normal School (mostly female) and the Capital Gymnasium (exclusively male), important institutions for their role in the dynamics of social reorganization and politics in a highly heterogeneous society in which tensions had repercussions in various forms of discrimination in all aspects of local culture, including the language. In order to understand our object, we work with linguistic data and materials that could bring to present some of the reality of the time and to recover their views. For this, we analyze educational magazines, books, grammars, speeches and other sources. The perspective adopted is interdisciplinary, and aimed to enable an analysis of the inserted language use in social relations, taking on assumptions of sociolinguistics, sociology, anthropology and history, aiming at the integrated understanding of the phenomenon.

A ordem de constituintes sentenciais é um tema que já foi abordado em muitos estudos e ainda gera interesse entre os linguistas. Os trabalhos diacrônicos sobre o assunto apontam que, ao longo da história do Português Brasileiro (PB), a ordem SV (sujeito-verbo) tem sido privilegiada em contraposição à sequência VS (verbo-sujeito), mais usual em estágios anteriores da língua (cf. Berlinck: 1989, Duarte: 1992, Torres Morais: 1993, e outros). Fixando o olhar no final do século XIX, analisamos a posição do sujeito em relação ao verbo em textos da Escola Normal da Capital (ENC), comparando-os com textos de escritores brasileiros e portugueses, com vistas a identificar um modelo linguístico referencial para a instituição. O corpus da pesquisa foi constituído a partir de cartas e atas produzidas por professores e diretores da ENC, homens públicos de prestígio na época, o que caracteriza esse material como sendo a expressão de um padrão linguístico culto. Visando a analisar o fenômeno linguístico inserido em seu contexto de produção, fizemos o levantamento e caracterização de aspectos da cidade e da instituição escolar (como o corpo de diretores, docentes e discentes, e o currículo escolar, em particular da língua portuguesa), buscando, deste modo, realizar uma análise complementarmente histórica, social, cultural e linguística. / Word order has been the theme of many researches, but it still intrigues linguists. Diachronic studies have shown that in the history of Brazilian Portuguese (BP) the order SV (subject-verb) has been used in preference to the sequence VS (verb-subject), which was more common in earlier stages of the language (cf. Berlinck: 1989, Duarte: 1992, Torres Morais: 1993, among others). Focusing on the phenomenon of word order at the end of the 19th century, we analyze the subject position in relation to the verb in texts from the Escola Normal da Capital (São Paulo Normal School - ENC) and compare the data with texts produced by Brazilian and Portuguese writers, with the intention of identifying a linguistic referential model for the educational institution. The research corpus is composed of letters and minutes written by the teachers and principals of the ENC, prestigious public men at that time; hence this material can be taken as the expression of a standard linguistic variety. Aiming at analyzing the linguistic phenomenon within its production context, we did a survey and a characterization of aspects of the city and the institution (such as the board of principals and teachers and the student body, as well as the school curriculum, especially the Portuguese syllabus), with the purpose of conducting an analysis that is historical, social, cultural and linguistic altogether.

O presente trabalho trata de objeto de natureza interdisciplinar, a partir do qual abordamos questões linguísticas e sócio-históricas ligadas ao português paulista culto na São Paulo de início do século XX. Realizamos a descrição e análise da ordem de constituintes sentenciais em duas instituições escolares da Capital, complementarmente à análise das instituições e seus sujeitos, bem como de seu lugar na história/memória da cidade, buscando compreendê-los na dinâmica da vida paulistana da virada do século. O recorte linguístico considera as posições do sujeito e do clítico. O corpus é constituído de atas escritas por professores, diretores e secretários da Escola Normal (majoritariamente feminina) e do Ginásio da Capital (exclusivamente masculino), instituições importantes por seu papel na dinâmica de reorganização social e política em uma sociedade altamente heterogênea, em que as tensões repercutiam em formas diversas de distinção em todos os âmbitos da cultura local, inclusive o linguístico. Com o propósito de compreender amplamente nosso objeto, trabalhamos com os dados linguísticos e materiais que pudessem trazer ao presente um pouco da realidade da época e que recuperasse seus pontos de vista. Para isso, analisamos revistas de ensino, livros de matrícula, gramáticas, discursos e outras fontes. A perspectiva adotada, condizente com a natureza do objeto, é interdisciplinar, e teve por objetivo possibilitar uma análise do uso linguístico inserido nas relações sociais, assumindo pressupostos da sociolinguística, sociologia, antropologia e história, visando à compreensão integrada do fenômeno. / This work deals with an interdisciplinary object, in which we refer language issues and socio-historical linked to Portuguese Paulista in Sao Paulo early twentieth century. We perform the description and analysis of sentential constituent order in two schools of the capital, in addition to the analysis of institutions and their subjects, as well as its place in the history of the city, seeking to understand them in the dynamics of São Paulo of the early century. The linguistic focus considers the positions of subject and clitic. The corpus is composed of texts written by teachers, principals and secretaries of the Normal School (mostly female) and the Capital Gymnasium (exclusively male), important institutions for their role in the dynamics of social reorganization and politics in a highly heterogeneous society in which tensions had repercussions in various forms of discrimination in all aspects of local culture, including the language. In order to understand our object, we work with linguistic data and materials that could bring to present some of the reality of the time and to recover their views. For this, we analyze educational magazines, books, grammars, speeches and other sources. The perspective adopted is interdisciplinary, and aimed to enable an analysis of the inserted language use in social relations, taking on assumptions of sociolinguistics, sociology, anthropology and history, aiming at the integrated understanding of the phenomenon.