O masculino em revista: mídia, discurso e modos de subjetivação afetivos-sexuais

This dissertation has the thematic of the sexual affection of the masculine subjectivity within texts of Universo Masculino and Men‟s Health magazines as object of analysis. The central objective was to describe and interpret the theme on the masculine subjectivity in discourses about the affection of sexuality materialized in discourse practices in those magazines. The main point of the research matters how the discourse structures of texts in those magazines make it possible to comprehend the meanings produced about the masculinity nowadays. On the perspective of the thematic trajectory what consists the main aspect that concerns the leading of corpus in the research under the French discourse analysis, we have searched, in reports of those magazines, an arch-genealogy of masculinity, from a specific sexual-affection disposable of our mediate culture. The analytic trajectory enables us to conclude that the thematic trajectory about the sexual affection of the masculine subjectivity produces a semantic way that confirms hegemony and hetero-normative ideals, rather than what proposes new performances on the masculine subjectivity experiences. In its real effects, such mediate discourse practice pursues to link certain sexual affection knowledge to the male individual‟s lifestyle today, from the thematic choices, enunciation modalities and discourse strategies which are specific to the masculine media

Dificuldades de aprendizagem em estequiometria: uma proposta de ensino apoiada na modelagem

In order to learn/teach chemistry some themes are relevant, like the stoichiometry, which consists in the study of the weight ratios in the combination of elements and compounds between themselves. This is an underlying subject in the understanding/representation/forethought of chemical reactions. Considering these aspects, our study presents a modeling-based proposal to develop the content of stoichiometry with prospective chemistry teachers. With this aim, we have made a review of literature, which we considered when tried to identify the learning difficulties using both quizzes and pedagogical tests, and then, from those difficulties we could propose a teaching unit for this concept and, consequently the evaluation of our proposal. The participants were chemistry undergraduates at the Universidade Federal do Rio Grande do Norte (UFRN) from assorted levels. As a methodological framework, we rely on the discursive textual analysis to characterize the speech of participants. As main results we observed ideas of appearance or disappearance of matter during chemical transformations, disregard of stoichiometric proportions when using drawings to represent the microscopic level of a reaction and confusion between the magnitude amount of matter and other magnitudes such as mass and volume. The final product is a sequence of instruction, based on the modeling previous research literature , with the goal of improving students ability to articulate the macroscopic and submicroscopic levels of representation of the matter

Referenciação anáforica: um estudo de produções textuais no ensino fundamental

Esta pesquisa trata da referenciação ocorrida pelas anáforas diretas e indire-tas em produções textuais de alunos do Ensino Fundamental. Como elemento pri-mordial de nossas investigações, ancoramo-nos na referenciação e estudos da aná-fora no âmbito da Lingüística Textual como fazem Mondada e Dubois (2003); KOCH (2003) e Marcuschi (2005). De acordo com estudos já realizados e envolvidos com a temática, defendemos a noção de referenciação como sendo um processo de cons-trução de sentidos que se realiza no discurso, isto é, em atividades interativas entre os sujeitos exigindo, portanto, uma ação colaborativa entre os interlocutores. Nesse aspecto, a interação precisa existir, visto que os referentes de um termo anafórico nem sempre se encontram na superfície textual; muitas vezes, são construídos a partir de uma representação ou modelo mental disponível na memória discursiva. Nessa perspectiva, procuramos analisar o processo de referenciação construído a partir de anáforas diretas e indiretas identificando as estratégias utilizadas em textos produzidos em situações de sala de aula. Dizemos que a anáfora direta, de modo geral, é definida pela relação de correferencialidade estabelecida entre o anafórico e seu antecedente, enquanto a anáfora indireta é vista como uma estratégia referenci-al de associação, sem referente explícito, tendo que se esforçar para estabelecer a continuidade referencial no texto e para isso utiliza-se da ativação (referenciação mental) de elementos novos e não de uma reativação de referentes já conhecidos, o que constitui um processo de referenciação implícita. Para alcançarmos nosso obje-tivo, utilizamos como subsídio teórico, o processo de informação na memória cogni-tiva, a referência e estudos da anáfora no âmbito da Lingüística Textual. O corpus deste trabalho constitui-se de sessenta textos escritos por alunos de 7ª série (atual 8º ano), dentre os quais analisamos o processo de referenciação ocasionado pelas anáforas diretas e indiretas em doze desses textos. Considerando os dados analisa-dos, dentre os tipos de anáforas estudados, constatamos que houve preponderância no uso das anáforas diretas, destacando-se entre elas a anáfora direta correferencial co-significativa, com maior manifestação no uso das retomadas diretas por pronomi-nalização

O silenciamento no texto jornalístico e a construção social da realidade

This research analyses the silencehood use by the A República journal (Natal/RN), today not being distributed, during the Second World War. Its objective is to unveil the production condition of the news texts, and it was observed that the use of silencehood as a speech strategy with its implications that falls upon the way of behaving and thinking of the society, all that time, influencing the reader in the construction of his image of the reality. During the coverage of the conflict by the local journal it was possible to also observe different speech marks that represented the change in attitude of the Brazilian Government, responsible for the control of what was spread as news. The country lived the dictatorship of the New State and as the war went on the government changed its speech, according to political, social and economical interest s thoughts being played, silencing themes in the name of the national security. We admit as research material journalistic texts that refer to the main facts that occurred during the six years of the world conflict and that is why we used as theoric-metodological support the Speech Analysis

Estratégias argumentativas na construção do discurso ideológico: um estudo da produção didático-pedagógica do meb

This research studies the argumentative process developed by the Basis Educational Movement (MEB), using as corpus the booklet Viver é lutar , and other lesson plans of the Educational Rural Radio from Natal. It has as objectives reveal the argumentative strategies in the discursive production of MEB, exploring the meaning effects suggested by its production conditions, and the ideological positions defended, in addition to this, verify how the booklet and the radio classes dialogued in the argumentation of their theses. So, the study is guided by the Discourse Analysis presuppositions, by the Argumentation Theory, by the conceptions of Popular Education, as well as the conception language dialogical language conception, recurring to Bakhtin (1995). The research adopts the documental characteristic of qualitative nature with an interpretative basis. The analysis of the data permitted us to confirm that the pedagogical didactic material discourse of MEB was produced in a social-historical-ideological context in what the education was seen as a social liberation instrument, being able to transform the Brazilian people and the Brazilian unequal structure. The results reveal that the booklet and the classes assume a position remarkably in favor of the popular classes, structured by the argumentative techniques that intended to convince, and to persuade the auditorium. Thus, the argument was based initially on the convincing of youths and of adults for, afterwards, to construct a persuasion to the learners, in terms of referring to act on the reality to transform it, according to their desires of social justice

A reformulação parafrástica na fundamentação teórica de trabalhos de conclusão de curso de Letras

In this work, we study the types of paraphrases used by the students of the Language and Literature Course when they reformulate a source text in the theoretical section of the monographs produced as texts for the conclusion of the course. Our main goal is to know how the process of textual reformulation takes place in the production of the monographic gender. From the used theoretical orientation (Fuchs,1982; 1994; Charaudeau and Maingueneau, 2006; Fávero et al, 2007; Hilgert, 1997, 2002, 2006; among others) we have worked with the paraphrase notion as an activity of discoursive reformulation, considering as the basic groundings the situation of communication and the subjects, or the wider context. In a more specific way, we have considered that the paraphrase performs alterations in the formal level, in the semantic level and in the functional level. Besides that, we sought to articulate the practice of paraphrasing to the gender of discourse in which it appears and to the contextual implications involved in the producing of the gender in question, and in doing so we were grounded in Baktin´s (2003) and Maingueneau´s (1998; 2001) postulates. For the analysis of the corpus that consists of 19 monographs, we have used the three categories defined by Hilgert (2002, 2006):expansion, condensation and parallelism as a way of identifying, describing and characterizing the types of paraphrases used by the students who produced the monographs when they take up Travaglia´s (1996) text about the language conceptions. The results show that the use of the paraphrastic parallelism (with 69.45 % in relation to only 18.41% of condensation and 12.13 % of expansion) was the most recurrent in the reformulations performed by the students who produced the monographs and this manifestation was characterized mainly by the lexical-semantic repetition of fragments of the source text. We have concluded that the high incidence of paraphrastic parallelism is an indication that the student does not have a command of the ways of production and circulation of the discoursive genders uttered in the academic-scientific realm

Ave! Mossoró! : os mecanismos discursivos sobre o episódio da resistência ao bando de Lampião

This thesis has as objective the interdiscursive relations in the process of language construction in use in the poetic and in the journalistic spheres, with the purpose of perceiving how the genre news is constituted in different fields of social activity, as well as to analyze the argumentative processes that structure the written discourses about the resistance episode to the group of Lampião in Mossoró in the year of 1927. The corpus of the research is constituted by the news of the period informed in the printed newspapers: Correio do povo and O Nordeste, both from Mossoró/RN, and the narratives presented in the cordéis de acontecido : Mossoró in the resistance to the group of Lampião; Lampião in Mossoró in 1927, and Mossoró attacking to the group of Lampião, all potiguar poets. The analysis of the texts had as theoretical background the studies of: The texts analysis had as theoretical background The Discourse Analysis; The Argumentation Theory and the studies about Discourse Genres. We focused our discussion in the emphasis given to the news in the discursive perspective of the social-historic memory constructed in the cordéis, from ideological values (political, economical, religious etc.) that pass to be a fundamental element in the constitution of the image of the resistance. Methodologically, this is a documental research, since it makes use essentially of the written document. Regarding to the nature of the data, the research is characterized as a qualitative one. In the analysis, we considered the argumentative techniques adopted in the defense of the thesis, the meaning effects suggested, and the genres mentioned, that revealed to us the manner in which the episode was informed by the newspapers and the cordéis. That way, we affirm, based on the positions assumed by the announcers of the genres analyzed who defended clearly positions in favor of the defense of Mossoró, that the relation between both is captured interdiscursively, since they are asked by the same ideology, and converge to the same discursive formation, defending identical positions, and structuring their discussions with resembling argumentative techniques, reason by which take us to believe that the discourse presented in that social activity demonstrates and develops traces of a manipulation of the subject. In this case, the discursive construction of the text points towards determining standard of repetition, since the linguistic context is characterized in the journalistic field, and in the poetic field assuming, in the first instance, a local expression

O trágico em lavoura arcaica

El escritor de São Paulo Raduan Nassar, lanza en 1975, su primera novela intitulado Lavoura arcaica. En su narrativa de estreno, el escritor nos trae la historia de un adolescente, André, que intenta destruir la plantación de su padre, Iohána. A través de sus sermones, el patriarca predicaba la moderación, la disciplina y la obediencia a las leyes impuestas por él, construyendo así, un mundo de ilusiones, donde el amor era una máscara para la hipocresía. En esta tensa relación, padre e hijo, representaciones místicas de Apolo y Dionisio, emprenden una contienda discursiva sobre la negación y la afirmación de la existencia. De ese modo, considerando la relación de lucha e integridad entre el impulso apolíneo y dionisiaco existentes en el romanticismo nassariano, la propuesta de este trabajo es presentar una lectura de lo trágico en Lavoura arcaica a partir de la perspectiva nietzscheana sobre el género trágico. Para eso, recorrimos al concepto desarrollado por Nietzsche en su obra, desde su primer libro O nascimento da tragédia (2007a), A visão dionisíaca do mundo (2005 a) y Ecce homo (2008 b).

O discurso de outrem em retextualizações

This work investigates features that speakers use to introduce different voices during retextualization of a literary work. It presents events revealing different resources used, characterizing the discursive heterogeneity, recognized through various brands such as quotation marks, italics, etc. The material analyzed, ie, the corpus of this research, consists of 65 essays from the reading of a literary work - Jealous of Card, Moacyr Scliar - produced by students of the 8th year of high school while in the classroom. The data revealed that the resource most used by students was the indirect discourse, although there also occurred the use of other resources such as free indirect discourse and modalizations in fewer redactions. Notably, the autonym connotation was noted through the use of quotation marks, and the use of parentheses. The recurrence of the parentheses seem to be justified by the need to make clearer sentences that could raise questions to the reader, since the protocol request retextualization established a thirty lines of text, which would certainly limit the possibilities of expansion of the text

Os focos de resistência face ao poder disciplinar: afetos e sociabilidades nos discursos de uma apenada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Linguagem e argumentação na produção escrita de vestibulandos

In this study, we analyzed the argumentative processes of written texts produced by UERN (Federal University of Rio Grande do Norte) vestibulandos : (students who apply for University Entrance Examinations in Brazil). It has as its corpus twenty compositions by such students. These compositions, collected in UFRN COMPERVE (Permanent Commission of vestibular examinations) and written in 2005 examination, were selected in a random way. The theoretical support is based on Perelman & Olbrechts-Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Platão e Fiorim (2003) e Geraldi (1997), and other scholars. The work aimed to investigate how vestibulandos make use of argumentative techniques in order to construct their arguments in the vestibular examination. In the analysis of the corpus we considered that the used argumentative techniques, the relationship with the thesis, the sense effects students wanted to produce and the type of the required speech. It showed that in the, discourse construction of argumentative texts, students made use, with more frequency, of the following argumentative techniques: pragmatic arguments, arguments of the definition, comparison arguments, division arguments, example arguments, argument of the model and authority arguments as means to support their theses. However it was not carried out in a conventional way, reason why it leads us to believe that schools, as part of human activity, responsible for education and for the insert of learners in the literate world, have a fundamental role concerning the offer of conditions, so that, the teaching of Portuguese Language leads students to a systematic and explicit preparation of the knowledge, regarding the social and functions of the language, as well as of the strategies of the construction of argumentative texts. This can lead learners to develop communicative competence and to feel more confident when working with text production

Processos de constituição de subjetividades em práticas discursivas institucionalizadas: entre a disciplina, a performatividade e a biopolítica

Esta es una pesquisa de naturaleza cualitativa de abordaje socio-histórico, con procedimientos etnográficos. Tiene como temática prácticas a constitución de subjetividades en relaciones interdiscursivas entre los discursos propalados por la Medicina Legal con prácticas discursivas de futuros(as) profesionales de la educación. En consecuencia de ese objeto de investigación, establecemos como cuestión central: ¿en qué medida prácticas discursivas producidas por la Medicina Legal producen sentidos en enunciados de alumnos y alumnas del curso de Pedagogía de UFRN, de modo a constituir subjetividades pautadas por el trastorno, por la anormalidad y por la enfermedad? En ese sentido, el objetivo de este trabajo es analizar prácticas discursivas institucionalizadas que constituyen subjetividades del género y sexualidad pautadas por efectos de sentidos que traducen las sexualidades disidentes como trastorno, perversión y anormalidad. Como herramientas teórico-analíticas actualizamos, principalmente, algunas reflexiones de Michel Foucault concernientes a la temática del biopoder y de la disciplina, algunas teorizaciones advenidas de los estudios Queer y nociones del Análisis del Discurso de línea francesa, como el discurso, memoria discursiva e interdiscurso. Los resultados de esta pesquisa demuestran que las subjetividades son constituidas en un proceso que alía el lenguaje de prácticas médicas, científicas, al habla de nuestros(as) colaboradores(as), en una relación interdiscursiva. Así, las subjetividades se constituyen pautadas por la anormalidad, por el trastorno, por la medicalización de las conductas y de los deseos. Todavía, percibimos el cruce de conductas biopolíticas y disciplinarizadoras en ese proceso de constitución de subjetividades, por medio de sanciones y posibles perjuicios que esos individuos anormales causan a la sociedad, justificadas tanto por los discursos de la Medicina Legal, como de los(as) colaboradores(as) de la pesquisa.

Autoria e escrita: uma reflexão acerca do autorar em memórias de leituras de alunos de 9º ano do ensino fundamental

This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer

A (não) assunção da responsabilidade enunciativa no gênero acadêmico artigo científico produzido por alunos do curso de Letras

This research is inserted in Textual Analysis of Discourses (from now on, TAD), elaborated by linguist J-M Adam and developed nowadays by scholars from Brazilian textual linguistic. ATD consists of a theoretical and descriptive perspective from Textual Linguistics that is concerned about a theoretical and methodological position which sets Textual Linguistics in the most extensive Discourse Analysis panorama. In this work, on the enunciative level of text we investigate: the enunciative responsibility (ADAM, 2008) in 14 examples of the academic genre paper published in the journal Ao Pé da Letra and written by university students from degree in Language. The research is oriented by the studies about enunciative responsibility by Adam (2008, 2010), Rabatel (2010), Guentchéva (1994), the perspective of discursive heterogeneity by Authier-Revuz (2004). We established as general objective: (1) Analyzing the occurrence of the (not) assumption of enunciative responsibility in the academic genre paper . The analysis followed the qualitative paradigm on an interpretative basis. The conclusions show, therefore, the excerpts of the discursive genre used to present the analysis reveal a particular nature of using the recourse to the discourse of several knowledge sources that many times can (not) be assumed by the enunciator.

Práticas discursivas e relações afetivas na contemporaneidade: o caso dos verbos ficar e namorar no contexto do vestibular da UFRN

This work is inserted to Applied Linguistic studies, concerned to the understanding that language is a social practice, bringing a qualitative research, discussing essential aspects that involve the subject and his/her discursive practice: signification and valuation. Due to this, we have elected as subject study, the sense and values attributed to the verbs make out and date searched on the articles written in the Vestibular 2005 process promoted by the Universidade Federal do Rio Grande do Norte (UFRN), that had the following instruction: In a relationship, is it better make out , just date , or, both, make out and date ? This research is based on the Circle of Bakhtin s dialogic theory, as well as in the notions of instability in the affective relationships nowadays and in the individualization and multiplicity of contemporaneous subjectivity. Those papers are important to analyze the meaning and values that the verbs make out and date present, nowadays, as expressions of an affective relationship and how this situation can interfere in the positions of subjectivity in a formal instance as a vestibular. Those textual productions reflect those relationships, confronting temporary ones, whose discuss is marked, in general, by social voices that evaluate to make out negatively and to date positively