Prácticas comunicativas forenses: Las relaciones intertextuales en el examen de testigos. Forensic communicative practices: intertextual relations in examination of witnesses.

Inscripto en el análisis del discurso interaccional de tradición angloamericana y optando por un abordaje metodológico etnográfico, este proyecto plantea investigar las relaciones entre textos orales y entre textos orales y escritos vinculados en cadenas textuales en un acontecimiento comunicativo institucional en el que tales relaciones tienen consecuencias directas en la confiabilidad de la información e intervienen en la construcción del conocimiento oficial. La situación comunicativa elegida es el examen y el contraexamen de testigos comunes durante procesos penales orales, de formato común no abreviado, en la jurisdicción de Córdoba capital. En las interacciones verbales con litigantes y jueces en las que emerge el testimonio se ponen en juego otros textos orales (en forma de citas de lo dicho antes por el mismo testigo u otras personas, referencias a rumores u opiniones colectivas, etc.) y textos escritos (actas de secuestro, informes periciales, actas de las declaraciones testimoniales en la etapa de instrucción, etc.). El foco de atención son las prácticas asociadas a la intertextualidad puesto que condicionan el carácter de la prueba testimonial producida ante el juzgador. Postulamos que los litigantes despliegan tácticas locales y estrategias globales reconocibles y recurrentes vinculadas al tratamiento de diversas categorías de textos previos. Además, planteamos averiguar si la participación de los jueces en interacción con los testigos es de suficiente injerencia como para ser un modo importante de generación de prueba testimonial. El enfoque metodológico general es etnográfico y analíticodiscursivo. Se seleccionará una causa por delito grave, se presenciará el debate en la cámara y se registrará el audio de todas las audiencias. Los datos a analizar serán los segmentos en las interacciones en los que se incorpora la lectura o se cita las actas de las declaraciones indagatorias o testimoniales anteriores, y los segmentos en los que se requiere, en calidad de prueba testimonial, la reproducción de dichos. Se procederá a partir de los detalles de la superficie textual y la pragmática de los intercambios y aprovechando el valor heurístico del concepto de voz, buscando identificar patrones recurrentes y los mecanismos generales que los rigen. Sobre esa base, se considerarán los intercambios verbales como interacción social que emerge moldeada por condiciones situacionales e institucionales y otros factores, tales como la incidencia de la pertenencia a grupos sociales o profesionales. Con el estudio se obtendrá una visión de prácticas cotidianas asociadas a la intertextualidad que son de crucial importancia para el carácter de la prueba testimonial producida ante el juzgador. Este paso nos acercará a conocer cómo se lleva a cabo efectivamente la administración de justicia penal y permitirá valorar los patrones de conducta a la luz de las normas procesales. In line with the Anglo-American tradition of situated discourse analysis, this project aims at tracing the links between oral texts and between oral and written texts related in textual chains which are present in an institutional event in which such relations have a direct consequence on the reliability of the information given and have an impact on the construction of what counts as official knowledge. The communicative situation under study is that of the direct and cross-examination of lay witnesses during a criminal trial in the city of Córdoba. During the face-to-face interactions between trial lawyers and judges in which the testimony takes place, other oral texts and written texts get incorporated. The focus of this research is centered on practices of intertextuality as they condition the nature of the oral evidence produced. It is argued that trial lawyers use recurrent local tactics and global strategies that are related to the treatment given to different categories of previous texts. Another aim of this study is to examine if judge’s interventions have an impact on the generation of the oral evidence. The data will come from a criminal trial that will be audio-taped in its entirety. Ethnographic observations of a criminal trial will be made. The focus of analysis will be on segments of interactions in which previous texts are read aloud or incorporated as quotes. After carrying out a detailed analysis of the surface of texts and the pragmatics of the exchanges, recurrent patterns and the general mechanisms that condition their emergence will be described. In this way, verbal exchanges will be considered social interactions that unfold conditioned by situational, institutional and social factors. This study will examine the relationship between intertextuality and the institutional practice of providing oral evidence. This will help understand how justice is actually administered and how patterns of behavior are valued according to institutional norms.

Communicative practices in online communication: A case of agreeing to disagree

Online communities have evolved beyond the realm of social phenomenon to become important knowledge-sharing media with real economic consequences. However, the sharing of knowledge and the communication of meaning through Internet technology presents many difficulties. This is particularly so for online finance forums where market-sensitive information and disinformation about exchange-traded stocks is regularly disseminated. The development of trust and the effect of misinformation in this environment are important in the growth of this communication medium. Forum administrators need to better understand and handle the development of trust. In this article, we analyze and discuss the communicative practices of a group of investors and members of an online community of interest. We found that conflict as a driver of knowledge sharing is an important consideration for forum administrators and designers.

The blurring boundaries between synchronicity and asynchronicity:new communicative situations in work-related Instant Messaging

Instant messaging is one of the most popular communication technologies in virtual teams, enabling interactions to intertwine whole working days, thus creating the sense of copresence for team members who are geographically dispersed. Through close linguistic analyses of naturally occurring data from a virtual team, this article discusses the implications of two novel communicative situations enabled by instant messaging: presence information and the persistence of transcript. The preliminary findings of this study indicate that these new communicative situations require the flouting or rethinking of previously existing interactional norms and that communicative practices employed by the team members are not yet conventionalized/normalized, the expectations and interpretations of interactional rituals and timing vary highly, even within the same virtual team.

As políticas e práticas culturais no seio da Rede Nacional de Teatros e Cineteatros

Artigo baseado na comunicação proferida no 7º Congresso SOPCOM: Comunicação Global, Cultura e Tecnologia, realizado na Faculdade de Letras da Universidade do Porto, Porto, Portugal, 15 -17 dezembro de 2011

Jóvenes y prácticas comunicativas: más allá de los datos estadísticos

La forma en que adolescentes y jóvenes utilizan las tecnologías de la información y la comunicación es diferente a la de la población adulta. Las prácticas son más intensivas y extensivas entre l@s más jóvenes, tal y como muestran las estadísticas disponibles. Este resultado, ampliamente conocido, nos lleva a preguntarnos ¿qué implicaciones tienen estas prácticas comunicativas de las generaciones más jóvenes?Tomando como punto de partida algunos estudios que analizan la situación, tanto en España como en otros países, revisaremos los cambios que ya se están produciendo en ámbitos que van desde el aprendizaje a la socialización. Revisaremos, asimismo, algunas propuestas que intentan dar una explicación teórica global de las prácticas y las actitudes comunicativas de jóvenes y adolescentes. En el análisis tendremos en cuenta el creciente proceso de individualización de nuestras sociedades y la presencia habitual de comunidades de práctica permanentemente conectadas que caracterizan a estas generaciones.

Cómo construimos el mundo: relativismo, espacios de relación y narratividad

Este artículo aborda la construcción narrativa del mundo desde una aproximación psicosocial socioconstruccionista que tiene en su punto de mira la acción social y su carácter dilemático y político. El texto plantea el carácter construido y constructor de la narración en las prácticas comunicativas. En este sentido, tiene un papel fundamental la consideración de la narrativa como dispositivo donde se entrecruzan la dimensión relativista, su creación en la acción conjunta y su carácter pragmático

Litteracitet i fem högstadieungdomars en-till-en-datorpraktiker

The study focuses on five lower secondary school pupils’ daily use of their one-toone computers, the overall aim being to investigate literacy in this form of computing. Theoretically, the study is rooted in the New Literacy tradition with an ecological perspective, in combination with socio-semiotic theory in a multimodal perspective. New Literacy in the ecological perspective focuses on literacy practices and place/space and on the links between them. Literacy is viewed as socially based, in specific situations and in recurring social practices. Socio-semiotic theory embodying the multimodal perspective is used for the text analysis. The methodology is known as socio-semiotic ethnography. The ethnographic methods encompass just over two years of fieldwork with participating observations of the five participants’ computing activities at home, at school and elsewhere. The participants, one boy and two girls from the Blue (Anemone) School and two girls from the White (Anemone) School, were chosen to reflect a broad spectrum in terms of sociocultural and socioeconomic background. The study shows the existence of a both broad and deep variation in the way digital literacy features in the participants’ one-to-one computing. These variations are associated with experience in relation to the home, the living environment, place, personal qualities and school. The more varied computer usage of the Blue School participants is connected with the interests they developed in their homes and living environments and in the computing practices undertaken in school. Their more varied usage of the computer is reflected in their broader digital literacy repertoires and their greater number and variety of digital literacy abilities. The Blue School participants’ text production is more multifaceted, covers a wider range of subjects and displays a broader palette of semiotic resources. It also combines more text types and the texts are generally longer than those of the White School participants. The Blue School girls have developed a text culture that is close to that of the school. In their case, there is clear linkage between school-initiated and self-initiated computing activities, while other participants do not have the same opportunities to link and integrate self-initiated computing activities into the school context. It also becomes clear that the Blue School girls can relate and adapt their texts to different communicative practices and recipients. In addition, the study shows that the Blue School girls have some degree of scope in their school practice as a result of incorporating into it certain communicative practices that they have developed in nonschool contexts. Quite contrary to the hopes expressed that one-to-one computing would reduce digital inequality, it has increased between these participants. Whether the same or similar results apply in a larger perspective, on a more structural level, is a question that this study cannot answer. It can only draw attention to the need to investigate the matter. The study shows in a variety of ways that the White School participants do not have the same opportunity to develop their digital literacy as the Blue School participants. In an equivalence perspective, schools have a compensational task to perform. It is abundantly clear from the study that investing in one-to-one projects is not enough to combat digital inequality and achieve the digitisation goals established for school education. Alongside their investments in technology, schools need to develop a didactic that legitimises and compensates for the different circumstances of different pupils. The compensational role of schools in this connection is important not only for the present participants but also for the community at large, in that it can help to secure a cohesive, open and democratic society.

La controverse publique au quotidien : le cas d’un organisme de défense des droits LGBT.

Ce mémoire fut financé par le Département de communication de communication de l'Université de Montréal et le Conseil de recherches en sciences humaines du Canada (CRSH).

La face et la figuration: une analyse interactionnelle tirée de l’instruction de base des Forces canadiennes

Le sujet de ce mémoire émane d’une volonté d’intégrer la recherche à ma réalité organisationnelle, celle des Forces canadiennes (FC). De cette aspiration est née l’idée d’étudier comment se dévoilent la face et la figuration lors de l’instruction de base. Partant d’une approche interactionniste, l’attention a été portée sur la face et la figuration d’un stagiaire au cours de trois interactions avec ses supérieurs. C’est plus précisément, la filature et l’analyse de conversation qui ont été mobilisées pour examiner cette problématique. La pertinence de la démarche est qu'elle met de l'avant une perspective de recherche peu présente dans la littérature, mais surtout, qu’elle s’insère dans un contexte organisationnel méconnu. L'entreprise vise d’une part, à nourrir la théorie en raffinant des concepts existants : la face et la figuration. D’autre part, elle cherche à éclairer la pratique en mettant en évidence des actes communicationnels difficilement observables dans le cadre habituel des activités militaires.

La question du consensus en situation de collaboration interorganisationnelle : le cas de la Table québécoise de la sécurité routière

Ce mémoire propose de décrire et comprendre les pratiques communicationnelles menant à la prise de décision consensuelle d’une collaboration interorganisationnelle (CI) spécifique, la Table québécoise de la sécurité routière (TQSR). Nous adoptons la perspective de la communication constitutive des organisations (CCO) développée par « l’École de Montréal » pour appréhender les dimensions constitutives de ces pratiques de communication et de ce mode privilégié de décision en CI. Après un aperçu de la littérature disponible en matière de CI et concernant la notion de consensus, nous proposons de nous concentrer sur les pratiques communicationnelles du consensus en adoptant la perspective du consensus par absence d’opposition d’Urfalino (2014). L’analyse de conversation et les principes d’une approche rhétorique sont ensuite mobilisés pour rendre compte des pratiques de communication qui permettent l’accomplissement du consensus lors d’une séance plénière du troisième cycle de travail de la TQSR, spécifiquement consacrée à la rédaction de son rapport final. Nous verrons que 1) les pratiques communicationnelles mobilisées facilitent l’arrêt de la décision et que 2) celles-ci sont constitutives du consensus qui favorise l’unité du collectif de collaboration.

Education and literacy. 'Educación y alfabetización'.

Resumen tomado de la publicación.Monográfico : las condiciones de aprendizaje de la lengua escrita

English-only language-in-education policy in multilingual classrooms in Ghana

This paper, based on the findings of a qualitative study, discusses the influence of Ghana's recently introduced English-only language-in-education policy on pupils' classroom communicative practices and learning generally. It highlights how the use of English- an unfamiliar language- creates anxiety among students and stalls effective classroom participation. The paper first considers the key issues that impinge on the literacy development in multilingual classrooms in postcolonial Africa including the uninformed attitudes towards mother tongue/bilingual education. It then draws on the empirical data from Africa and elsewhere to refute the negative perceptions about mother-tongue education, and examines the prospects for bilingual/mother-tongue education in multilingual classrooms in Ghana.

Circles of support and accountability: criminal justice volunteers as the 'Deliberative public'

This paper provides a review of the role played by volunteers within one particular offender management and reintegration scheme in the United Kingdom. Circles of Support and Accountability (COSA) draw on the expertise of volunteer members of the public to create supportive monitoring frameworks around sex offenders following their release from prison. The paper presents evidence as to the motivations of these volunteers, and argues that they play a crucial role in the success of the scheme, as they provide an instrumentally-useful form of reintegrative social contact to a socially-excluded offender population, and perform a symbolically important role as representatives of the wider community in taking ownership of offender management practices on behalf of the wider society. This is particularly significant in grounding those processes in the communicative practices of the social sphere, providing powerful reasons for intervention that reinforce the work that COSA do.

Vizinhança global ou proximidade imposta? Impactos da comunicação intercultural mediada por computador sobre o papel da cultura no ensino de língua inglesa

Muitas práticas educacionais no ensino e aprendizagem de línguas parecem ainda dominadas por uma visão de cultura essencialista, na qual os alunos, suas habilidades e atitudes de aprendizagem são caracterizadas por estereótipos problemáticos e/ou imaginários de suas culturas religiosas, étnicas e nacionais. As novas ferramentas e aplicativos para comunicação trazidos pela internet têm contribuído para o aumento de práticas comunicativas entre indivíduos de diferentes culturas e o uso da língua inglesa entre falantes não nativos, o que também tende a trazer impactos sobre a maneira como entendemos e ensinamos cultura na aprendizagem de tal língua. Este artigo pretende explicitar a visão de cultura presente nos conceitos de competência comunicativa e competência intercultural, e discutir a necessidade de reformulação do componente cultural no ensino e aprendizagem de línguas, para que ele objetive a exploração da complexidade advinda do pragmatismo dos encontros interculturais na contemporaneidade.