Os operadores argumentativos como estratégia linguística e discursiva da argumentação na sentença judicial

We studied in this dissertation the argumentation in the court judgment, which goal was to identify, describe and explain the running of argumentative operators in the argumentative orientation of text and discourse built through the text of the judgment. We support our research in the constructs adopted for the ATD – (Textual Analysis of the Discourses) - Adam (2011), in the studies about the Aristotle’s Rhetoric (1959) and Perelman and Olbrechts-Tyteca (1996) and other works such as of the Alves (2005), Capez (2008), Charaudeau (2012), Keller and Bastos (2015), Koch (2009; 2011), Rodrigues, Silva Neto and Passeggi (2010), Trubilhano and Henriques (2013). In a methodological way, we made use of deductive-inductive method, because we analyzed the argumentation in an "unknown" text - particular case - based on a theory already known (about language, text and argumentation). About the nature and objectives, our search was characterized as qualitatively and as an explanatory and descriptive investigation, with technical procedures of documental collection of Bibliographic Search. As corpus, we use a court judgment of character condemnatory, issued on September 10, 2014 and taken from the online site of the Federal Court of Rio Grande do Norte (JFRN). The results revealed that the argumentative operators exercised decisive roles in the organization of argumentative strategies of the text and the speech , guiding the announcer to the Desired conclusion by the enunciator. It was also possible to conclude that the use of argumentative operators allowed syllogistic constructions in the form of presentation of the arguments and in the construction of argumentation. In addition, operators like "but", "until", "already", "although" etc. helped to identify in the data's analysis the point of view (PoV) of the enunciator, the expectation break about the previous enunciate and / or the value scale given to the argument. Finally, with the use of argumentative operators the enunciator introduced arguments able to demonstrate/justify a thesis and refute an opposing thesis towards a conclusion sought by the own enunciator.

Os operadores argumentativos como estratégia linguística e discursiva da argumentação na sentença judicial

We studied in this dissertation the argumentation in the court judgment, which goal was to identify, describe and explain the running of argumentative operators in the argumentative orientation of text and discourse built through the text of the judgment. We support our research in the constructs adopted for the ATD – (Textual Analysis of the Discourses) - Adam (2011), in the studies about the Aristotle’s Rhetoric (1959) and Perelman and Olbrechts-Tyteca (1996) and other works such as of the Alves (2005), Capez (2008), Charaudeau (2012), Keller and Bastos (2015), Koch (2009; 2011), Rodrigues, Silva Neto and Passeggi (2010), Trubilhano and Henriques (2013). In a methodological way, we made use of deductive-inductive method, because we analyzed the argumentation in an "unknown" text - particular case - based on a theory already known (about language, text and argumentation). About the nature and objectives, our search was characterized as qualitatively and as an explanatory and descriptive investigation, with technical procedures of documental collection of Bibliographic Search. As corpus, we use a court judgment of character condemnatory, issued on September 10, 2014 and taken from the online site of the Federal Court of Rio Grande do Norte (JFRN). The results revealed that the argumentative operators exercised decisive roles in the organization of argumentative strategies of the text and the speech , guiding the announcer to the Desired conclusion by the enunciator. It was also possible to conclude that the use of argumentative operators allowed syllogistic constructions in the form of presentation of the arguments and in the construction of argumentation. In addition, operators like "but", "until", "already", "although" etc. helped to identify in the data's analysis the point of view (PoV) of the enunciator, the expectation break about the previous enunciate and / or the value scale given to the argument. Finally, with the use of argumentative operators the enunciator introduced arguments able to demonstrate/justify a thesis and refute an opposing thesis towards a conclusion sought by the own enunciator.

Os youtubers e a representação do certo, errado, adequado e inadequado no trabalho com a variação linguística em sala de aula

Some of the current discussions in the teaching of Portuguese Language (LP) pertain to how the school should deal with the phenomenon of language variation in the classroom. In 2010, for example, an explosion of talk took over the academic corridors: a book, entitled "Por uma vida melhor", the collection "Viver, Aprender", published by the MEC (Ministry of Education and Culture) to students EJA (Youth and Adults) brought notions regarding linguistic variation, even in their first chapter. In it is clear the notion that it is possible to make use of structures as "pretty boy", instead of "pretty boys", depending on the context in which such use is insert. Therefore, the discussions focused around the notions of variety cultivated, standard and popular measuring them to the possibilities of linguistic appropriateness. The community was surprised by the defense of the "power" to use, since it would be the school space to teach a standard "default", and not the possibility of legitimate use of grammatical patterns that clashed with those recommended in traditional grammars. The television media has been responsible for a major blaze that MEC had endorsed the use in schools of a book that legitimized such linguistic patterns. The quarrel was released on Youtube and in that space, netizens expressed themselves for or against the proposal of LD often directing the discussion to questions of a purely political. We observed that, on one side, loomed arguments related to Sociolinguistics (BAGNO , 2002, 2003, 2007, 2009; BAGNO, M.; STUBBS, M., Gagne, G., 2006; Bortoni - RICARDO, S.M., 2008; Tarallo, F., 1982; U. Weinreich, MARVIN I. HERZOG, Labov, W., 1968, Labov 1972, etc.); another, arguments concentrated on defending the school is the area of language teaching standard, and not fit to bring certain discussions within an LD. It was from these words, that this research was born. Interested in the particular way that the community media, which seemed to have no training in linguistics, understand the concepts of right, wrong, appropriate and inappropriate, so intimate in academic circles. Our thoughts take as reference the theoretical studies on the question of sociolinguistic variation and education, official documents that guide the "work" with the Portuguese language in the classroom, like the NCP (National Curriculum) and Curriculum Proposal for Education Youth and Adult (PCEJA). In our analysis, we found that LD" For a better life "makes no apology for teaching the "error", but it raises discussions about the possibility of "change", linked to factors and different order. We realize how significant it is to observe how speakers of a language are positioned in relation to language teaching which they are not speakers and scholars. Our study showed that certain issues regarding the teaching of the Portuguese language, as is the case of linguistic variation, points are far from being resolved, either for linguists and/or grammarians, whether for language speakers.

A noção de relação na teoria linguística de Ferdinand de Saussure

Our work aims at investigating the notion of relation in Ferdinand de Saussure’s linguistic reflections. As we observe his theoretical production, we see this notion was amply worked in the elaboration of other concepts of his, for example, language, signe, value, arbitrariness, among others. However, beyond the capacity of the notion of relation to produce other concepts, the way it was conceived and the theoretical space it was placed allowed Saussure to break through the essentially historical-comparative studies of the epoch, what made a new way of thinking language to have its starting point. Taking it into account, firstly, by reading the work of Herman Paul, the one who represents the neogrammarians in our text, we examine in which way Saussure is distant from his contemporary linguistics when he distinguishes the linguistic relations and give them a new status in his investigation. Secondly, we study how the notion of relation has it own place in Saussure’s theoretical process of thinking the fundamentals which later would be considered the milestone for Modern Linguistics. For that, we analyse one of his manuscripts, Notes pour un livre sur la linguistique générale, and the Course in General Linguistics. The first is composed by sketches which would become a book, as Saussure promised in a letter to Meillet; and the latter contains the principals for the science of Linguistics. So we aim at researching how the notion of relation is treated in this corpus in order to see the way it is conceived both in the particular production of a manuscript written by Saussure itself and the book which was published and considered the turning point for Linguistics.

O funcionamento da comunidade discursiva constituída em torno das fanfictions

Dans le contexte du cyberespace, il peut voir qu'il ya beaucoup de jeunes qui produisent des histoires de fiction en fonction de leurs univers de fiction préférés; ceux-ci sont les fanfictions. Il est remarqué, encore, qu'il ya, autour de les fanfictions, l'organisation d'une communauté discursive - constituée par des pratiques discursives de ficwriters (producteurs de fanfictions), lecteurs, betareaders (examinateurs de fanfictions) et webmistresses (administrateurs des sites ou des blogs qui publient les fanfictions). Une de ces pratiques, qui est devenu très fréquent, est le manuel de comme de faire des fanfictions. Nous cherchons, dans cette dissertation, à analyser le fonctionnement de la communauté constituée autour de les fanfictions et, plus spécifiquement, comment les ficwriters, que sont membres de cette communauté, traitent des manuels de fanfictions. Le corpus de notre recherche est essentiellement constitué par fanfictions sur Harry Potter, publiée dans les sites Floreios e Borrões et Niah fanfiction, et des textes qui se disent comme " manuel de comme de faire des fanfictions ", trouvé dans les sites et les blogs liée à fanfictions. Pour analyser ces textes, nous nous servons fondamentalement de concepts postulés par Dominique Maingueneau dans les livres Gênese dos Discursos (2008b) et Discurso Literário (2009). Notre hypothèse est que les manuels de fanfictions sont un moyen d'institutionnaliser les signes d'appartenance de communauté discursive formée autour de les fanfictions, et que cette tentative d'institutionnalisation laisse des traces dans le fonctionnement de l'instance de inscripteur: les ficwriters se positionner par rapport à ces manuels – que, dans une certaine mesure, de normaliser l'espace de l'interlangue - pour constituer le code langagier de votre fanfictions, qui affirme les signes d'appartenance dans cette communauté.

Servicio Documentación Multimedia Universidad Complutense (1993-2016): patrimonio documental científico-informativo multimedia (blogs, canales, portales, listas distribución, proyectos investigación, publicaciones electrónicas, producción videográfica, revistas, web social… formación, congresos, asociaciones, posicionamiento, difusión informativa… [Estudio documental multimedia del Servicio de Documentación Multimedia, Dpto./Sección Dptal. Biblioteconomía y Documentación]

El Servicio de Documentación Multimedia (MULTIDOC 3.0) dependiente de la Sección Departamental/Departamento de Biblioteconomía y Documentación de la Universidad Complutense de Madrid (http://www.multidoc.es) fue creado en junio de 1993. Con patente número M 2202582 registrada con fecha 20.5.1999 en el Boletín Oficial de la Propiedad Industrial (BOPI, 1.7.1999), no ha dejado de desarrollar actividades académico-investigadoras de forma ininterrumpida hasta la actualidad: proyectos de investigación, publicaciones electrónicas, revistas, portales, canales, blogs, presencia en redes sociales generales y especializadas; con actuaciones en todos estos años en el ámbito de la formación, congresos, asociaciones, producción multimedia propia, difusión informativa, gozando de un buen posicionamiento.

A noção de sistema na fundação da linguística moderna

This work is intended to investigate the saussurian notion of system. Such a notion is fundamental to Ferdinand de Saussure's theorization, since it composes the definition of "langue", as he thought it. This definition was crucial to the delimitation of linguistics' specific object of study, which granted its place among modern sciences. However, the notion of system was not created by Saussure. Not only in Linguistics, but also in other areas, this notion appeared in very ancient studies, mingling with the establishment of man in society and the development of their economic and organizational activities. Specifically, in the context of language studies, the system consists in a notion that composed the work of the first grammarians in the West, in ancient Greece. Moreover, this notion was also used afterwards, in the synonymy studies and in the comparative analysis of languages, developed by scholars of the nineteenth century. Nevertheless, although Saussure had had his formation in Leipzig and Berlim, amid comparatists studies, his notion of system is an innovation, while is also continuing. In light of this, we aim to highlight the aspects of the saussurian notion of system that allow the establishment of a relationship of continuity and rupture with other conceptions of system. For that, we will investigate four Saussure authored documents: the « Cours de linguistique générale », the « Mémoire sur le système primitif des voyelles dans les langues indo-européennes », and the two sets of manuscripts « De l'essence double du langage » and « Notes pour le cours III ».

Estratégias de trabalho com blogs no ensino de geometria em turmas de 5° ano do ensino fundamental

This paper presents a survey conducted through collaborative work, which took place in a suburb school in the city of Uberlandia-MG. The research is characterized as case study and has a qualitative approach. Had the objective to look for different strategies of teaching and learning through the use of technology in pedagogical practice. Regarding the methodology in this research, we analyzed the work with the support of blogs, whose pages were used for student records and discussions directed to the geometry content. The students who were attending the fifth (5th) year of elementary school were invited to participate in this project. However, the research subjects were only those students who accepted the invitation to participate in the study through statement signed by parents. The project was developed with 30 students in the second half of 2014 and another 30 in the first half of 2015. The physical space at school, where most of the project activities were done was at the computer lab. In the process of compiling the data, at school, the following instruments were used: field notes produced by the entire project team, photographs and footage of the activities produced in the computer lab and in classroom (recorded by the research team) questionnaires, interviews, virtual space records: the blogs. The results of this research mainly focused on the analysis of the fifth year student‟s productions records in blogs. Regarding the conclusion, the research has shown that blogs, software and differentiated dynamic studies attracted the student‟s attention, leaving them mostly instigated by the unknown. Gradually, students built their own knowledge from their mistakes and successes. The entire work process enabled the computer lab to be an environment that is used not just to solving computerized and tedious drills. The blogs production work in groups, developed in students the reading and writing of both the mother language as symbols and mathematical nomenclature. The interaction between students became noticeable throughout the project, since it provided the student‟s personal growth, respect, tolerance and mutual cooperation. In this sense, we concluded that the project greatly contributed to the students' literacy process in the mother language, mathematics and computer literacy.

Using blogs to enhance the capacity of mathematical communication in High School

The aim of this investigation is to analyze the use of the blog as an educational resource for the development of the mathematical communication in secondary education. With this aim, four aspects are analyzed: organization of mathematical thinking through communication; communication of mathematical thinking; analysis and evaluation of the strategies and mathematical thought of others; and expression of mathematical ideas using mathematical language. The research was conducted from a qualitative approach on an exploratory level, with the case study method of 4 classrooms of second grade of secondary education in a private school in Lima. The observational technique of 20 publications in the blog of the math class was applied; a study of a focal group with a sample of 9 students with different levels of academic performance; and an interview with the academic coordinator of the school was conducted. The results show that the organization of mathematical thinking through communication is carried out in the blog in a written, graphical and oral way through explanations, schemes and videos. Regarding communication of mathematical thinking, the blog is used to describe concepts, arguments and mathematical procedures with words and examples of the students. The analysis and evaluation of the strategies and mathematical thinking is performed through comments and debates about the publications. It was also noted that the blog does not facilitate the use of mathematical language to express mathematical ideas, since it does not allow direct writing of symbols nor graphic representation.

O registro da memória através dos diários virtuais: o caso dos blogs

CARVALHO, Luciana Moreira.;CARVALHO, Monica Marques. O registro da memória através dos diários virtuais:o caso dos blogs.Em Questão, Porto Alegre, v. 11, n. 1, p. 53-66, jan./jun. 2005.ISSN 1808-5245. Disponivel em:. Acesso em: 04 out. 2010. ão

O registro da memória através dos diários virtuais: o caso dos blogs

CARVALHO, Luciana Moreira.;CARVALHO, Monica Marques. O registro da memória através dos diários virtuais:o caso dos blogs.Em Questão, Porto Alegre, v. 11, n. 1, p. 53-66, jan./jun. 2005.ISSN 1808-5245. Disponivel em:. Acesso em: 04 out. 2010. ão

Desenvolver a consciência fonológica na educação pré-escolar : potencialidades da exploração da diversidade linguística

O presente trabalho centra-se no desenvolvimento de um projeto de sensibilização à diversidade linguística e cultural, intitulado “Por ritmos nunca dantes navegados”, numa sala de um jardim de infância português, tendo como finalidade avaliar e compreender o desenvolvimento da consciência fonológica de um grupo de doze crianças entre os 3 e os 4 anos de idade. Para o efeito, recorremos a uma metodologia mista, que se traduziu em procedimentos de tipo quantitativo e qualitativo de recolha e análise de dados: no primeiro caso, recorremos a testes de consciência fonológica e de discriminação auditiva, aplicados a um grupo experimental e a um grupo de controlo de seis crianças antes e após as sessões de sensibilização; no segundo caso, recorremos à observação direta e à vídeo gravação das quatro sessões do projeto. A análise dos dados recolhidos, realizada através de análise estatística e de conteúdo, permitiu alcançar resultados relevantes, tendo-se registado um desenvolvimento significativo das capacidades de discriminação auditiva e de consciência fonológica (silábica e da palavra) do grupo experimental que esteve presente nas sessões de sensibilização. Os resultados da análise estatística parecem sugerir que o contacto com línguas diferentes, através de atividades de sensibilização, contribui para a descoberta de unidades segmentais das línguas, essenciais para realizar tarefas de discriminação auditiva e de consciência fonológica. A análise de conteúdo ajudou a corroborar os resultados obtidos nos testes de discriminação auditiva e de consciência fonológica, tendo as crianças do grupo experimental revelado, nas suas interações, ser capazes de discriminar sons, bem como segmentar e manipular palavras e sílabas. Estes resultados sustentam a importância das abordagens plurais na educação pré-escolar, pois o contacto com sonoridades, línguas e palavras diferentes faz com que a criança atente no objeto-língua, realizando sobre ele múltiplas e ricas atividades para o desenvolvimento de competências metalinguísticas e também sociais.

O contributo da diversidade linguística e cultural na promoção da escrita

Este estudo, desenvolvido no âmbito da Prática Pedagógica Supervisionada B2 e Seminário de Investigação Educacional B2, do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico, tem como finalidade desenvolver propostas de rentabilização da diversidade linguística e cultural como forma de promover a escrita, em contexto sala de aula com alunos do 1.º CEB. Tratando-se de um estudo assente numa investigação qualitativa do tipo investigação-ação, este baseou-se no desenvolvimento de um projeto didático em contexto 1.º CEB que decorreu entre os dias 13 e 17 de abril de 2015, com 26 alunos, numa escola da periferia de Aveiro e procurou articular a diversidade linguística e cultural com a escrita. Assim, é imprescindível que se inicie a sensibilização à diversidade linguística e cultural desde cedo, para que as crianças desenvolvam competências pessoais, culturais e linguísticas, que lhes permitam integrar na realidade social atual. Para isso, a diversidade linguística e cultural deverá ser desenvolvida através de atividades que estimulem as crianças aos mais diversos níveis, despertando o seu interesse e canalizando a sua energia para promover a escrita. Enquadrado nesta perspetiva surge o presente trabalho, cujos objetivos se prendem com a caracterização da diversidade linguística e cultural presente em sala de aula e desenvolver atividades relacionadas com a diversidade linguística e cultual, promovendo a escrita em sala de aula. Após a análise de conteúdo dos dados, recolhidos através da observação direta, dos trabalhos dos alunos, inquérito por questionário e grelhas de observação, podemos concluir que as atividades implementadas proporcionaram aos alunos estabelecer comparações entre as diferentes culturas e línguas abordadas ao longo do projeto de intervenção e o desenvolvimento de atitudes positivas, como a compreensão, a amizade e o respeito pelo Outro, despertando a curiosidade, a vontade e a predisposição para trabalhar atividades de escrita, tal como, recados, recontos e elaboração de frases.

De blogs entre los blogs

Este artículo hace parte de la revista Papel de colgadura de la Facultad de Derecho y Ciencias Sociales de la Universidad Icesi de Cali, es una publicación de difusión y agitación cultural. La revista nace de la pasión por la música, los libros, las ilustraciones, el graffiti, los cómics, la web, la fiesta, el cine, la cafeína y de las tardes de tertulia con empanadas y cerveza, que circula en versión impresa dos veces al año, pero su versión digital se actualiza con mayor frecuencia.

Linguística de Corpus no Ensino das Línguas

Este artigo constitui uma reflexão sobre as vantagens da utilização de corpora no processo de ensino/aprendizagem das línguas. O trabalho com corpora na sala de aula acarreta uma aproximação entre as práticas de investigação e as práticas de ensino-aprendizagem. O aluno adquire o papel de um investigador que pretende obter respostas a partir dos dados disponíveis no corpus. Deste modo, o aluno descobre a língua por meio das suas próprias observações, transformando-se em agente do seu processo de aprendizagem. Equacionada sob um certo ponto de vista de configuração tradicionalista, a utilização da informática na análise lexical afigura-se improfícua, no entanto, muitos estudiosos das Humanidades em geral, para além de revelarem a salutar consciência da indispensável adesão das Humanidades à informática, como forma de garantir a vitalidade das Humanidades, no que respeita à análise estatístico-lexical, preconizam que a utilização do computador constitui uma mais-valia. Ao longo deste artigo, procuraremos refletir sobre as seguintes questões: Quais são os benefícios das abordagens lexicais inspiradas na exploração de corpora ou em conceitos da Linguística de Corpus? Qual é o papel da informática na análise lexical? Que novas potencialidades apresentam as concordâncias na sala de aula?