Sociedade, mulher e educação nos romances de Graciliano Ramos

This paper, Society, woman and education in Graciliano Ramos' novels, is a study object from the history of woman's education in the 1930 s, it is shown as a reading of woman's representation and the configuration of the Brazilian society in that period. São Bernardo, Angustia and Vidas Secas written by Graciliano Ramos (1892-1953) from Alagoas, are used here as sources associated with the reading of the Constitutions, of the Civil Code and of some presidential messages of that decade, also with the texts produced by other scholars that present some relationship within the thematic of this approach. The representation concepts and the configuration are essential for the production of this text. I run over to the configuration concept given by Chartier (1988, p.21) a definition to representation that can be understood as a relationship between a present image and an absent object that having the value of this because it is hamonized with it. I fall back upon the configuration concept given by Elias (1969) that understands it as been a social group performed by an interdependent network that occurs within individuals as a whole joined by any reason. The totality of each individual actions with each other, permeated by tension points and balance, is what characterizes each configuration; it can be a teachers and students meeting in a classroom or a friends' encounter in the bar table, for instance. The attempt of understanding woman's representation, being educated or not, the hole attributed to her in society according to her instruction degree and the way that same society saw this woman guided me through categories that were defined throughout the successive readings: gender, civil status, education, language domain, sexuality, marriage, family, ideal woman. I accomplish this reading that was possible to do - with the pretension of not having lost the relationship between history and literature nor forgotten each one peculiarities

Representações sociais, relações de gênero e programas de assistência e educação à saúde da mulher no climatério em Natal/RN

Climacteric is the name of the period of the human life that it is going from the 40 years old, approximately, until the 65 years old. Though, for besides a biological phase of the woman's life, the climacteric is an object of the social world that is rendered to different apprehensions and readings on the symbolic plan. In this study, it was looked for to know the social representations, that health' professionals acting in the programs of the climacteric and the users of those same services, build in respect of that purpose. Besides, it tried to be seen that the social hegemonic representation that guides the actions and the agents' attitudes in the practices of attendance and education for the woman's health in the climacteric in the extent of the investigated institutions. The data were collected through interviews, questionnaire, focal discussion group and direct observation. The observation field was constituted by the three institutions that develop the attendance and education for the woman's health in the climacteric phase, in the city of Natal. A gender perspective was also been adopted, sought to evidence as the cognitive structures that assure the masculine power reproduction, pronounce to the social representations to build a sense to the investigated purpose. It was verified that the social representations of the climacteric are built mainly around the semantic fields old age and disease. For the health professionals, the meaning of the simbol old age carries the marks of the indentified system of the middle class employed, but also, of the feminine habitus that guides them to have an ethical and aesthetic apprehension of their own body. The climacteric, in that way, is seen as a difficult phase , a painful event that scares . For the women attended by those professionals, the sign old age means feeling emphasis from the biological climacteric aspects, in other words, the sensations and signs that forbid the body to accomplish certain linked basic life functions. Along the whole course of this thesis, it was verified that the climacteric is a complex phenomenon that needs to be faced as such. While cultural phenomenon, it is urgent to look for means to help to combat the centrality of the professional representations that face the climacteric as old age and disease, particularly in the field of health

Representações sociais de discentes sobre universidade: um estudo psicossocial entre ingressantes do vestibular e da seleção ProUni

Demand for access to higher education to put in test the education Brazilian system in view of the surplus of selective processes of public universities, people without option to pay their studies at this education level. In this context, it has arisen the University for All(Universidade para Todos)Program, the ProUni, from Ministry of Education - MEC, created by the Federal Government in 2004, and that it aims the granting of full and partial scholarships in private higher education institutions, graduate courses in sequential specific training, low-income Brazilians students who do not have higher-level degree. Created by the Provisional Measure No 213/2004 and institutionalized by Law No. 11096 of January 13, 2005, the ProUni offers, however, the exemption of some taxes to those institutions that join the program. This is one of the privileged time for the study of Social Representations by offering the researcher, a living laboratory, natural environment, the confrontation between the established and new. In time like this people are challenged to incorporate the new system to the pre-existing one, aiming it through a strangeness of what was so familiar. It is through this game of social forces that we developed the present study with 196 entering higher education, of these are 116 of selective vestibular system and 80 of the ProUni selective system. We opt by the procedures for data collection in order to have access to the circulating senses, in addition to the streamlined responses. With foundation in Abric, we perform the test the Free Association of Words, then analysed by the software and by EVOC Content of the type theme as Bardin. Besides, we require of the subjects, a writing on the study object university later analysed by the software ALCESTE. The results point out to a representation strongly rooted in social factors such as more traditional socio-cultural elements: the beliefs, values, the symbols. It is unique in both groups of subjects: among those entering by the selective ProUni system, there was a stronger anchor in that it does not make inquiries about the program. At the same time, there is a stronger presence of objectivation, entering the selective vestibular system in order that they explained with a value judgement on the programme. It is suggested further studies considering the embryonic state of social representation, as recent as the social purpose that triggered. It would be relevant even the replication of the same research with other people in order to strengthen the power of the theorising of empiria available

Escola ativa como semeadora de sonhos nas turmas multianuais: representações das(os) professoras(es) da microrregião de Mossoró-RN.

The issue of multi-classes in schools from the field and methodology for these classes is controversial and contentious, both in terms of teaching, monitoring and organizational, is the perspective of values, training and systematization of public policy. Why the strategy Methodological Active School facing those classes appeared as a significant and exciting topic of research. Thus, it was aimed to apprehend the social representations of active school by teachers (s) to understand the extent to which these representations influence the acceptance and use of the program strategies. Perceiving and analyzing also the various factors related to the management, monitoring and training needs of (the) teachers as alternatives to make this meaningful action. The study focused 112 teachers (s), which for over a year, worked in the program in six municipalities in the micro-region of Rio Grande do Norte / RN - Areia Branca, Baraúna, Grossos, Mossoró, Serra do Mel and Tibau. From this perspective relied on Social Representation Theory and the Theory of the Central Core, attending to the subjectivity of the object searched, inserted in the psychosocial field of knowledge, we opted for multi-methodological approach, using quantitative and qualitative techniques. However, the highlight was a projective technique Free Association of Words from the term Active School is .... The words were systematized by EVOC program, and also applied semi-structured interviews, focusing specific issues that led to trace the socio-demographic profile of (the) participants and wider issues about the object of study. The evocations, justifications and interviews provided the basis for the analysis of the content that followed the steps: formation of the corpus, the composition of the analysis and categorization. The results show the representations an attitude of acceptance and positive appraisal of the participants to the Active School Program. At the core, these representations are objectified around the words "action", "learning", "autonomy" and "interaction". Based on the premise that the representations have a duty to guide the practices and behavior, one can see that the positive attitude of the group favors a systematic methodology and acceptance of the program, but we must look at the changes in management, training, monitoring of (the) teachers (s) and support to schools.

Praxiologia e representação social sobre formação de professores nas licenciaturas da UFPI

At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piauí(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petrônio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Antônio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education

Da representação social do ser professor da EJA à descoberta de seu aluno como referente

Evidence of learning object like representation to social teachings that active in the education of young and adult with the point of view of the ―To be teacher‖ in this modality of teaching, to direct the intention, this research is way, understand the existence of this representation in center acting teachers in the initial periods of the EJA in the Rio Grande do Norte and its reasoning the theories of social representation (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). We interviewed one hundred and ten (110) teachers who work at schools in the Metropolitan Regions of Natal. We use two procedures: focal group (GATTI, 2005) and multiple classification analysis MCA (ROAZZI, 1995).Thus us with the focal group, attended by eight (08) teachers and seek to know understanding their ideas about EJA, what was possible from the content analysis (BARDIN, 1977; FRANCO, 2007) of the following category: the teacher s view of the EJA context. Developing the MCA, we met twenty (20) teachers in the first stage, free-word association technique FAT (ABRIC, 1998), and ninety in the second stage, including the participants of the focal group. The results of this procedure were submitted to multidimensional analysis and content analysis. The first showed three facets: having and being teacher dimension (ideal), which was about the example teacher s characteristics and behaviors; teacher/ student relation which was about the difficulties and doubts of this relationship as well as its success; at last, conflicting dimension from/ with practice, based on the conflicts experienced by the teachers as EJA workers. Content analysis based on the theme organization from the interpreted data showed four categories: resources to be a teacher which also brought out the definition of an ideal teacher; talk about teaching which disclosed teachers thoughts about the knowledge and being a teacher; obstacles to EJA which showed situations and conditions that prejudice EJA development; and also admission as EJA teacher: viewing reasons which revealed the reasons why teachers went to EJA even though they were formed to deal with children. The conjoint analysis us evidenced the little the dominion of the teachers a participation these search at respect of origin, of the meaning of the character while the singular of EJA modality of teaching the conformation of the social representation from the ―To be‖ on the general vision dissociating with it of inexistence of a social representation of ―to be teacher of the EJA‖ white striking element in the reference at singularity that define the related modality of teaching

Mecanismos sócio-genéticos da representação social de trabalho docente por grupos de licenciandos de física e de química da Universidade Federal do Rio Grande do Norte

This research aims to understand the social representations Teaching Work in groups of undergraduate students of Physics and Chemistry of the Federal University of Rio Grande do Norte. For this, the proposal was based on the three theoretical and methodological consensus Carvalho (2012) in the explanation of socio-genetic mechanisms constituents of dynamic consensus that has functionality to your organization. It Was used to achieve this goal, the theoretical-epistemological Serge Moscovici (1978, 2003), Jodelet (2011), Wagner (1998,( 2011) and Carvalho (2012). The corpus analyzed results from a qualitative and quantitative research, developed in three stages. The first two (2) questionnaires to fifty (50) of each undergraduate course, a questionnaire and another profile for collection of free associations concerning motes inductors "Give Lesson," "Student" and "Teacher". The second step in the procedure Multiple Classifications, Roazzi (1995), aimed for another thirty (30) undergraduate students for each course, as well as Document Analysis of Educational Projects Curriculum courses in Physics and Chemistry. The data analysis of the first stage focused on descriptive statistics and frequency and average order of the words associated with motes inductors. The results from the Multiple Classification Procedure submitted to multidimensional analysis (MSA multidimensional scalogram analysis) and SSA (Similarity Structure Analysis), were interpreted by the theoretical and methodological proposal of the three consensus, supported by analysis of the rhetorical nature of justifications classifications and categorizations of words, boosted in times of application of Procedure Multiple Classification. The data revealed that the groups surveyed were the same Social Representation with specific dynamic consensual. Thinking Teaching Work for these groups it is considered in three dimensions: the BE-DO-HAVE of teaching. In the group of Physics consensus was clear semantic, which expressed a dynamic in which the interpretations of "Teaching Work" peacefully coexist on perceptions of two concepts: An identity around the "BE" "Teacher" or "BE" "Educator" and the other, how they think about professional development. The type of group consensus Chemistry pointed to a consensual logic hierarchical order in which the gradual between the elements of BE-DO-HAVE attested conflicts and disagreements about the perceptual object "Teaching Work", around what value most, whether they are the attributes of personal or professional-technical dimension of teaching, in the course of professional development. The thesis to explain the mechanisms of socio-genetic Representation Social Teaching Work by theoretical and methodological proposal was confirmed

Formação continuada e representação social: implicações para a educação inclusiva

This study is part of the line of research on Teacher Education, circumscribed to the Graduate Program in Education of Federal University Rio Grande do Norte. In it, we have a qualitative research, whose object returned to the influence of continued education in social representation of inclusive education of Elementary School teachers. The same was done in an Elementary School of Cruzeiro do Sul city (Brasil/Acre) and performed with the participation of 11 teachers. We assume that thinking a continuing education inclusive presupposes reflect on the redefinition and resignification of practices undertaken by the teacher. Therefore, the teacher education is conceived as a continuum in which the teacher will be graduating in forming, shaping their way of being in social situations. We argue that in the context of interactions, we are going to reconstruct social representations that guide actions and attitudes about the objects that have meaning for the group. It was with the aim of identify the influence of these social representations and at the same time submit a proposal for continuing training in structured formative needs teachers who made use of collaborative action research. Since we believe that this can either meet the assumptions of a research and vocational training to enable that researcher and other teachers, collectively, problematizing situations of practice and, at the same time able to intervene in the same it. As procedures for obtaining information and analysis of the data, we performed, respectively, semi-structured interviews (individual and collective); reflective studies sessions and the analysis of content. The path of research revealed two social representations integrated one of inclusive education and another for student with disabilities. We noticed that although the teachers criticize the character sealed and limited of continued education courses that have frequented, reveal social representations of inclusive education and students with disabilities based on theories and concepts originated from such courses. As a result, represent inclusive education as an "education for all" and student with disabilities as someone "abnormal, different, but able to learn something . It is possible to state that from the moment the teachers approched theories about the principles of inclusive education and on the possibilities of student with disabilities took new discourses, and showed signs of change in the social representations before presented. In addition, we evidenced in this production that a proposal for training within the school, fomented by the needs teachers and having as methodology to collaborative action research, provides the (re)construction of collective knowledges and practices, sharing of experiences, hopes, discoveries and concerns and the development of cooperation and attitude for the (re)development of strategies to overcome the difficulties present in everyday teaching

Inclusão e deficiência: em busca das representações sociais na mídia impressa em Natal/RN

This thesis is the result of an extensive research on print media discourse on the inclusion of disabled people in society. Articles published in the newspapers Diário de Natal/O Poti and Tribuna do Norte from 1992 to 2002 have been analyzed. Beginning with the very same questions that moved Moscovici (1978) in his classic study La Psychalyse son image et son public , according to which the media play a predominant role in the formation and propagation of social representations as well as in the construction of human behaviors, we have chosen this mass media as our investigation field. Understanding the importance of the communication theory, we intend to associate it to the social representation theory, since communication, as an aspiration, relates to the fundamentals of all humanity (WOLTON, 2004, p. 56). Moreover, means of communication represent an important space for symbolic production and representational process, allowing the analysis of the circulating discourses on social inclusion and disability. Based on these questions, we have determined social representations present in print media on the subject to be our study object. This objective was elected due to the fact that the thematic of disability and inclusion is scarcely and sporadically found in journalistic speech. The research questions have been: which is the representation of disabled people s condition in print media? What changes have occurred during the analyzed period and which was the role played by print media in this process? The research corpus was composed of newspaper articles about various aspects concerning disability and of free word association by reporters. We have analysed: 1) graphical language promoted by the picture of the substances propagated in the period from 1992 a 2002; 2) free word association experiments carried out with reporters of both newspapers; and 3) texts published from 1996 to 1997 using the high-tech program ALCESTE (Contextual Lexical Analysis of a Set of Segments of Texts). The results revealed that the print media in Natal/RN refer to the topic in a discontinuous way, and depend on specific events to highlight disabled people s fight for their rights. Social inclusion is still a great challenge for these people in all levels. We believe that this incapacity to overcome all kinds of obstacles is established in a dialectic relation between society and the media: society remains silent (the manifestation of interest for the cause only attracts some people s or groups attention) and the media, which selects which information is to be broadcasted, gives no evidence to the issue. This representation may be noticed in the infrequency in which articles about the subject are published, as well as in the emphasis to sports, a more important issue for the media. An implication of this study is that a new perspective is opened for analysis and reflection: the Paralympics games as both an inclusive and a segregating social phenomenon. It would be beautiful to have all of us together!

Object-Space Road Extraction in Rural Areas Using Stereoscopic Aerial Images

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Extração automatica de feições rodoviáris em imagens digitais

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Imagens da morte: um estudo do gênero policial-fantástico em Poe, Wilde e Christie

The mirror has always been related to different symbols, usually connected to self-knowledge and truth. This is due to the fact that this object shows whoever looks oneself in it an image as close to reality as it is possible. On the other hand, the mirror is also associated to mysticism and to the supernatural for it can magically duplicate one who looks into it. This ambiguous characteristic turns the mirror into an element that is fantastic in itself and places it in the central position of our discussion. Therefore, in this study, we analyze the texts In a Glass Darkly, by Agatha Christie, The Oval Portrait, by Edgar Allan Poe, and The Picture of Dorian Gray, by Oscar Wilde, giving special attention to the study of the images and artificial representations of men: the mirror, as an ephemeral representation; and the portrait, as an attempt to eternize an ephemeral image. We also discuss themes such as jealousy, the double, and death in the several forms in which it appears in the texts: suicides, homicides, attempted murders, death in life (mourning, separation, and developmental phases) all of which are, somehow, related to the specular representations. The narrative resource of using a mirror to introduce the supernatural event, along with the theme of death in all the narratives we have studied, and the difficulty to place these texts within the pre-established genres led us to categorize them as being part of a hybrid genre that presents characteristics both of the fantastic and of the detective story which we have named fantastic-detective story

Forró eletrônico: uma análise sobre a representação da figura feminina

Understanding music as a social manifestation, able to represent the time and culture along with their uses and mores, we look at the female figure in the electronic forró genre. Through a reading of the two genres musical and feminine we seek to identify the discourses present in the compositions, which refer to the feminine with thematic and/or terms referring to women. The study focuses on the compositions between 2009 to 2010 which became hits, ie.: those which have attained the highest number of listeners to 96 FM in a program named Paradão 96, broadcasted daily in the city of Natal/RN. Grounded in such concepts as cultural industry, mass culture, folkcommunication and gender, we analyze the processes of meaning production as a result of using the female figure and more accurately, about the representation of women through the discourse of this specific genre. We have chose the descriptive research with a qualitative approach and Discourse Analysis as a technique to identify the terms that refer to women, reflecting on what would be the possible meanings found in these speeches. We point out that in our investigation the female figure turned into a sexual object, erotic and submissive, in their turn, attributes usually given to women, was not a predominant result in the speech of electronic forró gender. With a variant thematic some playful and others about the betrayal of women we have identified that, to the surprise of many, including ourselves, romantic love was the one who led the audience requests during our time frame and that the female figure has several facets within the studied genre

O ensaio jornalístico na revista Veja: uma análise multidimensional

This work has as objective generality to make a multidimensional analysis in the genre journalistic assay, communicative genre that, beyond complex and multimodal, presents hybrid characteristics. Specifically, with the intention to propose defining criteria of the cited genre, this research looks for to establish differences and similarities between the assay and other genres of the same sphere, from the description and interpretation of used multimodal resources. The analysis of the formal, schematical and rhetorical resources identified in the formatting of the journalistic assay sample that the analyses are supported in the socio-semiotic and socio-rhetorical approaches. In the formal dimension, we contemplate elements that constitute design of the text, including the forms of representation from the typography, the colors, images, as well as the aspects communicative-linguistics: the modalization indices, the communicative operators and the category time; in the schematical dimension, we present the organizational structure, considering the rhetorical movements postulates for Swales (1990) and in the rhetorical dimension we observe the categories: who writes, for who it writes, on what it writes and where writes. The adopted methodologicals postulates are of qualitative nature and the procedure is documentary, data that in we are valid them written texts of this genre as analysis object. Corpus it is constituted by a composed sample for 14 extracted texts of a set of 173 propagated journalistic assays weekly for the magazine Veja, in the period between August of 2004 and January of 2008. The analysis of the data showed that the journalistic assay, object of this study, materializes through multiple symbolic representations and multiple subjects that turn since a small episode of the daily facts of great social relevance in the present time, of historical and cultural nature, nationwide or international. Used for the first time by Montaigne in 1580, to assign, in saying of the proper author, written fast on its life and historical events, which could nor be remembered later , the term `assay' was enriched with other specifications, of form to enclose the one that if they call scientific assay today, academic assay, journalistic assay and other types of specific assays. These denominations have to see with the enrollment of the members of diverse of practices communities, in virtue of the multiplicity of activities carried through in these spheres. The conclusions the one that we arrive had been the following ones: 1. the discursive genre is not a pure entity, in virtue of the multiplicity of situations where the sorts if insert in the social actions; 2. the institutions define the configuration of one definitive genre, also its proper assignment, since for backwards of all discursive genre a voice exists to discipline - institutional voice, and in the case of the assays for analyzed us, the institutional voice if it presents, really, as a defining trace; 3. the journalistic assay, for its multiple symbolic representations, multiple subjects and for passing explicit or implicit opinions of its author, resembles it other genres, being able, therefore, to be inserted in a colony of opinionatives genres

Análise textual dos discursos: responsabilidade enunciativa no texto jurídico

This investigation aims at describing, analyzing and interpreting the Commitment in Initial Petitions, which is a genre circumscribed in the judicial domain. For this purpose, we have chosen sections, facts as found and relevant law , sections of the petition, with the understanding that, in this way, respectively, the narration of events, which gives margin to the propositioning to the judicial action, and the exposition of the law that upholds the author s intention. We base our discussion on the field of Linguistics, more precisely, Textual Discourse Analysis (TDA), whose theoretical basis is derived from Textual Linguistics (TL) and Enunciative Linguistics. We foreground, particularly, the way in which the author of texts, objects of analysis, use discursive strategies that evidence ER. The relevance of this study, then, is in the formation of a critique of the judicial text, as it conceives of a dialogical approach to the point of view, raising not only questions about the way in which a linguistic instance conceives an object of discourse, but also considering questions of language inherent to technical writing and, in this aspect, contributing to the work of those operating in Law about the many ways ER is formed in the body of a petition. We selected two categories to analyze that, according to Adam (2011), characterize the degree of ER in the textual material of the propositional enunciations: the different types of representation of speech and the indications of profile of mediators. In this sense, with this task as an objective, we base our study regarding point of view on Rabatel (2003, 2009a, 2010) with relation to the enunciative approach, including the study of PDV in polyphonic and dialogical theoretical framework to study the ER from different types of speech representations that conceive forms of transmission of discourse and the role of the enunciating subject, mainly the responsibility and the prerogative by the propositional contents. In the same way, intending to study the indications of the mediator profiles, we observed the postulations of Guentchéva (1994, 1996), which develop the notion of mediative grammatical categories, of which permit the linguistic marking of distance and engagement of the enunciator with regard to the information expressed. The methodology we adopted was based on qualitative research, of an interpretive and introspective nature, in light of the fact that his study focuses on processes and strategies underlying language use. The corpus of the research is comprised of Initial Petitions, which gave rise to actions originating in the Civil Court of Currais Novos County RN. The data analysis shows that an object of discourse is always perspective oriented and presents the point of view of one or more enunciators. Consequently, the producer of a text, using the PDV of other enunciators, influences and establishes the argumentative orientation of the text. In the same way, it evidences the relevance of the use of mediated constructions in the judicial text, as they function as strategies attenuated to the responsibility of the producer of the text with what is said, and at the same time points to a discourse of authority through the entrance of the sources of law. Moreover, it reveals the documental and international importance of this practice, at the same time that it exposes the compositional and normative difficulties with regard to legal and linguistic aspects