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This study deals with the investigation of the semantic-argumentative use of the lexical items já (already) and agora (now), in different types of texts and in the spoken and written modalities of language. It also intends to investigate what are the values, the conditions of use and functions of the items under study, as argumentative connectors; observe if there is any preference in the use of these items in the different language modalities and types of text and what justifies this; describe the argumentative leads established by the use of já and agora ; identify the specificity of use of each connector, as well as collate the use of the items studied in the written and spoken modalities between themselves, along withthe item mas (but). In this investigation, we understand language as a process of interaction and in this perspective the approach given to the connectors will not point only to their grammatical function, but and above all, their semantic-argumentative functions shall be observed. This research is, on the one hand of quantitative nature, with 11 tables that reveal various facts concerning the use of the items under focus and on the other hand of a descriptive-analytical nature. In order to carry out our study, we went in quest of contributions from the study of texts and of discourse concerning the functioning of the language in its different verbal interactive situations; we have as our fundamental basis the theoretical constructs of Textual Language and of Argumentative Semantics. The corpus of this study is made up of 66 written texts from different sources and 30 oral enquiries from the NURC, PEUL Projects and Mineirês (the colloquial language of the people of the State of Minas Gerais). For the analysis of the items já and agora we used the following criteria: semantic-argumentative, syntactic and phonological. In this research it was verified that the items under study já and agora may function as adverbs of time, as registered in the traditional grammars and various studies, and they may also give way to ideas of opposition such as contrajunction connectors; they may introduce a new topic in the sequence they begin, as discursive operators that modify the topic, and may still, establish interaction in the dialogue as conversational markers. The justification that is presented for this study is the fact that the other studies already existent concerning items that give way to the contrajunction are focused mainly in the connector but , and in general in written texts. It is expected that this study may extend the textual-discursive studies. It is still pointed out that the functions of contrajunction connector, discursive topic change operator and conversational marker of the items under focus studied in this research, would be the result of a grammaticalization process.

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This thesis aims at analyzing how the movement happened from the position of Language course student to the position of English teacher of three participants: Laila, Mônica and Gabriela. This movement was analyzed, among other ways, from the change of representations about being a teacher, a student and teaching a foreign language, in two different moments: at the end of the supervised training of the Language course and two years after the beginning of the professional life. The corpus analyzed was organized and constructed from these two moments: from the supervised training reports presented as a conclusion work of the discipline Teaching Practice, in 2007; and from an interview recorded in audio, in 2009. The hypothesis which guides this study is that the beginning of the professional career of the participant teachers on this research will be marked by attempts to give answer, in a sublimated way, to certain questions of teaching and learning matters which were part of their own histories in learning a foreign language. For both, we made the following methodological route: we identified and analyzed 1) the marks that their stories in learning English left in the construction of the representations of being a teacher, a student and teaching a foreign language; 2) the effects of those representations for teaching; and, 3) the factors that may have produced some kind of change in the relation of these teachers with the studied theories. In order to develop this research, we appealed to the notion of pulsion (Freud); sublimation (Freud); representation (Freud-Lacan); subjectivity (alienation and separation Lacan); discourse (social bond Lacan) to compose our theoretical framework. The analyzes allowed us to realize that the participants of this research took for themselves these theories in a singular way, because their personal histories were determinant for this; the three teachers readdressed some of their questions in learning or teaching English, in a sublimated way, when they initiated in teaching; despite they have experienced some effects due to the limit of formation, nevertheless, the answers they gave to some situations experienced in the classroom, we observed that the Other from the academic formation was remained consistent, after two years exercising the profession.

Distance education has been posing challenges to both teachers and students while seeking knowledge through this specific learning mode. Due to the fact that most projects as well as pedagogical practices need to be organized in advance, they tend to bypass the context of application. Without a context, online classrooms bring about more limitations and, consequently, less opportunity for learning. We defended that such projects and pedagogical practices, organized exclusively for online classrooms, must be closely related to the context they are to be applied in order to foster favorable conditions for the emergence of contextualized learning. Thus, on the grounds of the theory of Complexity (MORIN, 2003; PAIVA, 2009), along with the assumptions of Davis and Sumara (2006) about conditions for Complexity emergence in education and the proposal that contextual factors may influence online classrooms by Filatro (2007, 2008), we have researched a distance course of Language and Literature (English) in which online classrooms have been defined as learning environments. The referred course had been projected as a means for enabling adequate professional qualification to in-service teachers who have not had competent knowledge to teach subjects designed to them and had been working in public schools offering basic education for, at least, three years. The goal was to search for the relation between the pedagogical project of the course and its instructional design as well as to identify the most significant contextual factors restricting or favoring the emergence of an environment conductive to learning. The focus was the conditions for contextualized learning emergence, in terms of proposals, pedagogical practices and interactive dynamics which could be seen as evidence either of favorable or restrictive contexts for online learning in the course environment during its first semester. As to the type of research, it was descriptive, qualitative and ethnographic-oriented. Data have been analysed according to ressignification of Davis‟ and Sumara‟s proposal about the conditions for Complexity emergence in educational contexts aligned to Filatro‟s ideas (2007, 2008) on the influence of contextual factors which may favor or restrict teaching and learning processes in online contexts. The analysis has indicated that instructional objectives and environment organization must be (re)adjusted to the students‟ learning needs as soon as they know how the course environment works. It has been detected that the pedagogical process and instructional design of the course had been targeted to a specific and, at some extent, homogeneous audience. However, because it is a distance learning course, prior preparation may have affected the possibility of the system to regulate itself. Also, in face of unexpected diversity of participants, the system has not received feedback to adapt to a new context, which has caused more limitations than opportunities for contextualized learning according to course environment observation. It is possible to conclude that the course, while a system, should be given feedback with information about its participants, including students, teachers and staff involved, which could prevent itself from collapsing. Because of its inflexibility, the course had not been adapted to the context of application, remaining noncontextualized and in accelerated process of entropy.

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This thesis emerged from my anxieties originated from the classroom experiences as a Portuguese teacher. Therefore, examining the words that constitute the governing laws of the \"inclusive\" education process in Brazil, I have found that the discourses engendered, from these sayings, affected school stakeholders and, consequently, brought implications to the writing teaching process. I analyzed some of these law statements, basing myself in the Discourse Analysis of French line. I showed how the words of these laws were being discoursed in Brazil and abroad, and presented possible interpretations that could engender discourses which make it possible to affect those responsible for the \"inclusion\" process in school. The research was developed through a longitudinal study in which I followed, as a teacher and as a researcher for a period of two years, Luiza s and Mariana s course of writing in an elementary school at a public university. These students were affected by consequences of discourses engendered by school workers from the \"inclusion\" law words being considered students who had \"learning difficulties\" in writing. Taking these considerations into focus, I developed the research pursuing the hypothesis that considering the role that the \"opinion\" which appointed Luiza and Mariana as students with \"learning difficulties\" has a view of the \"inclusion\" policies. The teacher, once heavily involved with the subjectivity of that who writes - scriptor - may raise in that particular case, changing the discursive position from the writing process, that somehow destabilizes the perspective of the \"opinion\" that is intended to be as categorical. To confirm or refute this hypothesis I built a dialogue between theoretical Discourse Analysis of French line, the Linguistics of Enunciation and The Psychoanalysis of Freudian and Lacanian fields. I analyzed the writing and rewriting of Luiza s and Mariana s texts to answer this research question: taking into account my interventions made in the writing work of these students, has there been evidence that they have established a different relationship with writing? The analysis results indicate that my intervention effects altered the discursive position of Luiza and Mariana, since they were involved with the work of writing and sought ways to cope with difficulties at the time of writing. They could even get into the language game, which enabled them to have a relationship with writing that seems to be that of a constitution and, as a result, they also resulted in relationships with other knowledge Fields in school.

This research proposes a reflection on the discourses that are propagated about the Literature and its teaching in Basic Education. In this sense, the problematization consists of to analyze how the centrifugal and centripetal forces work in the process of construction and dissemination of discourses on literature and its teaching and affect on the theoretical concepts of Enunciative Subjective Instance (IES) in the corpus Pedagogical Enunciative Subjective Instance (IESpg) e Institutional Enunciative Subjective Instance (IESinst), running into the understanding on the interpellation and position taken´s role in the constitution of the literary reader. The corpus is composed by documents Basic Guidelines for Teaching Literature in Elementary Education (2007) and Municipal Curriculum Guidelines for Teaching Literature (2011). The research is based, mainly, in the tripod theory: Michel Pecheux, Mikhail Bakhtin and Michel Foucault and it aims to launch a general epistemological view on the concepts related to the teaching of literature that permeate the practice of many teachers of this area, taking as input analysis of the underlying concepts and of the epistemological affiliations that emerge from the corpus and to reflect on the role of interpellation and of position taken in the students´ constitution in literary readers. The study takes as its premisse that are the traditionalist/conservative conceptions that cross the literature teachers´ practices - reader´s conceptions , literary text, literacy, canon, meaning/sense, authorship, aesthetics, literature and literary reading - that makes them difficult to build a practice which has the goal to challenge students to be constituted as mature literary readers. To confirm the assumption, we conducted a reflection on these concepts, from the analysis of the corpus and considering, mainly, the concept of interpellation, through a discursive analysis device called Generative-Sentidural Device (DGS), which allowed us to understand the operation of centripetal and centrifugal forces that act on the pedagogical discourse about teaching Literature. The results of the study point to the understanding that the teacher should first sign up in a discursive place of formation of the literary reader. In this discursive place, he must understand: the literary reading as a responsible act; that there is a polyphonic referentiality that constitute each student; and that the interpellation and the position taken faced with a literary text are two processes that must be developed/extended with the students.

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This thesis aims at defending, as a central point, that, one of the devices used by discursive-ideological-legal-economic process to reproduce production relations in capitalism, works under the interpelation which tries to erase-legitimate-naturalizeeternalize-( make seems to be unavoidable)-(make seems to be necessary) the surplus value, that is to say, the exploration of labor time worker, not paying them for such endeavor, in order to benefit production means owners. To demonstrate the relevance of such central thesis, it was researched a corpus, composed by linguistic materialities captured from some so called capitalist institutions (discursive extracts and sequences collected from: i) company sites; ii) traditional partisan-political discourses and iii) antimarxist theories). It was also taken as corpus, linguistic materialites collected from combative organisations from working class (discursive extracts and sequences collected from i) socialist left journals; ii) alternative lyrics, poems, and marxist comics and iii) partisan political discourses from socialist left parties). This thesis also aims at demonstrating the relevance of critical reading, under the framework of Discourse Analysis, several discursive-ideological-legal-economic practices which constitute surplus value framework. It was also demonstrated that it is needed to read critically theories which deny marxism, once such theories do not approach clearly the capitalist contradiction of surplus value, indirectly corroborating to a perpetuation of such social phenomenon which is founded in worker exploration. The great sense effect which emerges is the need to unveil and to emphasize, critically, several discursivities concerned to surplus value, once such discursivities define position makings in class struggle, that is to say, position makings in transformation/reproduction struggles in production relations. Such struggle which any subject is involved, according to Pêcheux (1997). Thus, adopting a marxist and revolutionary Discourse Analysis framework, the pecheutean orientation, these discursivities are introduced direct or indirectly, as a support to capture suspected surplus value extractions, showing they reproduce production relations as natural, eternal, genuine, necessary and unavoidable practices. This research also aims at showing that marxism continues to be a reference of critical reading close to Discourse Analysis scope, in spite of the ones which insist in denying, erasing or trying to forget such reference.

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This research investigated, from a theoretical and methodological analysis rested on the French contributions AD as a subject of a discourse constitutes his subjectivity through the exercise of writing himself. Thus, this thesis listed the singularities of this writing himself especially through two particular diaries of Carolina Maria de Jesus especially Quarto de Despejo (1960). The studies presented in this work intended to discuss the subject as a writing subject that is worth in order to preserve the living day in blanchoniana hope that it should be noted for preserving and preserves itself not to pass unscathed. This problematic subject related with his writing was taken by Foucault presented studies from the notions himself writing, self care from hypomnemata and of lettres de cachet , that allowed to make an inventory of a subject constitution through his writing. In this discursive analysis exercise of a literary basis corpus, from Foucault‟s notions and notations from other theoretical fields (such as literary criticism and Bakhtin‟ studies), it ruled that the subject constitution in various subject-positions produced in and contradiction by himself: nor fully racked, nor spokesman deleted. This working purpose made use of discursivity notion proposed by Orlandi (pecheutiniana influence) and added in it the literary word to specify a writing by itself that signed up in order as a becoming discourse in another one may be from another order. In this sense, the literary term did not take here correlations which would be a literary statute . it was beyond these assignments. This analysis exercise, or still this reading gesture made a objectification process description of a subjectivation as an subject-effect , from writing himself . Corollary to this plural subject constitution, it observed a writing from himself that says not only something more about himself and to evidence a subject constitution by writing himself, singled the essence of a writing from another ones: drunkards, indigents, women that lived in penate while men rejoice with the situation because they are provided by these women.

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This thesis has as its investigation object the writers‟comments about English language teaching and learning beliefs in scientific articles. Our research proposes the following research question: what is the discursive functioning that supports the writers‟ comments about beliefs and what are the sense effects resulting from such functioning? The guiding hypothesis of this work is that although the writers‟ comments intend to identify and / or analyze the informants‟ beliefs, which is indicted is that the writers end up authenticating the beliefs , which, in turn, could point to a possible constitution of these writers in the same beliefs. The overall aim of the thesis is to discuss the discursive aspects that show the functioning of the comments about English language teaching and learning beliefs in articles about beliefs theme. The theoretical concepts underlying our research come from French Discourse Analysis, especially from its second and third season, such as the conception of a parted subject, that is made up heterogeneously; discourse as sense effects and the approach of discourse as event; comment , representation , of interdiscourse; pre-built; enunciative heterogeneities. The corpus of the thesis is constituted of writers‟ comments about English language teaching and learning beliefs in academic and scientific articles. These articles were published in national journals of Language Education/Linguistics area and indexed with Qualis A or B from 2002 to 2013. The informants of the researches in the articles are: English language teachers, students in public Elementary and High schools, and students of Language courses, senior students and non-seniors, some of them were teaching, others not yet. The analysis of the corpus focuses the writers‟ analysis about informants‟ beliefs. This analysis is characterized as a descriptive and interpretive perspective, focusing on aspects such as: a) analysis of linguistic materiality b ) identification of the sense effects that come from the comments c ) discussion of the contradictions, ambiguities and non- coincidences of saying, resulting from discourse heterogeneity. We found that, in some comments, the writers are constituted by the same informants‟ beliefs in the research. In some comments, though, the analysis indicated a discursive functioning that is characterized as a circular discursivization of the beliefs, this discussion seems to revolve around itself and it does not promote displacements.

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Dans la présente étude, nous cherchons, par la description du système de formation des modalités énonciatives, délimiter des configurations propres au fonctionnement de la littérature italienne du Trecento et de réfléchir sur la façon dont ils peuvent contribuer à une discussion des orientations du sens dans la discoursivité littéraire. Nous visons, ainsi, la restauration d\'un moyen de configuration, un fonctionnement réglé par un ensemble de conditions historiques, qui, bien qu\'étant quelque chose en dehors, est constitutif de cette production. Cette étude s\'inscrit dans le cadre des analyses historiques proposées par Foucault, qui, selon Machado (1979) pourraient être organisées autour de deux noyaux: celui d une archéologie dont le but était « d\'établir la constitution du savoir privilégiant les interactions discursives et leurs liaison avec les institutions » (p. X) et qui répondait à la question « comment les savoirs apparurent et se transformèrent »; et celui d une généalogie qui, ayant comme question centrale le pourquoi des savoirs, vise à « expliquer l\'émergence de savoirs a partir de conditions de possibilités externes aux savoirs eux-mêmes, ou plutôt, qui immanent à eux-mèmes - car il ne s agit pas de les considérer comme effet ou résultat - les situent comme éléments d\'un dispositif de nature essentiellement stratégique » (p. X). Par ce biais méthodologique, la lecture de la Divine Comédie - notre corpus d\'analyse - a été réalisée à partir d\'un dispositif qui a combiné l\'intersection de trois aspects qui sont entrelacés dans la formation des modalités énonciatives : le status du sujet, les lieux institutionnels d où les discours émergent et les positions de sujet. La description de ces aspects nous a permis de dévoiler les premiers entrecroisé qui composent la tessiture dantesque, la délimitation de petits sites de formulations qui seront à la base de la définition du système de dispersion spécifique constitutif de la matérialité à l\'étude. En ce qui concerne la question des sens, nous avons constaté que la description des énoncés ne nous permet pas d\'établir sans équivoque leur(s) sens, mais en définissant les conditions de l\'existence de ceux-ci nous nous instrumentalisions pour sélectionner certain sens possibles. Ceci offre un éventail de possibilités pour valider certains sens et questionner d autres. Le complexe conceptuel foucaldien nous équipe d\'un niveau d approche qui permet d\'identifier les moyens comment chaque formulation est singularisé dans sa réalisation et par conséquent, les restrictions sur la dérive du sens. Lorsque nous reprenons la trame discursive qui a rendu possible l\'existence de certains énoncés, nous croyons que nous nous sommes approchés à la dénomination donnée par Dreyfus et Rabinow (2010 ) au projet de Foucault: une analytique interprétative. Celle-ci se conduit par l\'hypothèse que « le discours n\'est pas seulement un sens ou une vérité, mais une histoire, et une histoire spécifique qui ne le reconduit pas aux lois d un devenir étrange. » (Foucault, 2000, p. 146).

The purposes of this study are to carry out a survey, characterization and description of the genders used currently in the correspondence between the Holy See, the other members and the faithful of the Apostolic Roman Catholic Church, as well as in Saint Paul s Epistles, bringing out evidence that the first have their origin in the texts written by the apostles, mainly Saint Paul. The theoretical basis for the study is found in the studies concerning the concept of genre characterization and of discursive community, more precisely Bakhtin (2003) and Travaglia (2007, 2009). Concerning the correspondence genre, we adopted Kaufman and Rodriguez (1995) and Bazerman (2006). We also analyzed the writings of Fremantle (1956), Polhill (1999), Trobisch (2001) and Silva (2008), whose works refer to Saint Paul s Epistles. We started the research, making a description of the configuration of Saint Paul s Epistles. Simultaneously, we carried out a survey, with the Catholic religious community, of the genres of text written by the Pope, or on his behalf, of which we selected ten. We proceeded, then, to the description and characterization of all these texts, establishing the relationship between them and the Saint Paul s Epistles. The results show that the socio-communicative functions carried out by Saint Paul s Epistles in the communities of the primitive church, are alive currently in the religious discursive community of Apostolic Roman Catholicism, by various genres of texts sent by the Pope to Catholics in the whole world, who, constitute, thus, an actualization of the texts produced by Saint Paul, at the time in which he lived and carried out his role of Church Leader. Complementarily, we characterized and distinguished ten genres of the discursive community of Apostolic Roman Catholics produced by the Pope which the evidence indicates would be derived from the apostles, mainly Saint Paul.

This research has as main aim effect a theoretical-epistemological discussion about the constitution of the media materiality according to the French discourse analysis theory (DA), contemplating the functioning of the audiovisual in the discourses of language courses (English). The theoretical-methodological criteria are based in the DA theory proposed by Pêcheux ([1975] 1988, [1981] 2009, [1983] 2002) in articulation with the courtinean historical semiology (1985, 2006, 2008a, 2008b, 2011) and operated under the foulcaultian perspective (1988, [1969] 1995, [1971] 1996, [1979] 2007, [1981-1982] 2010b) of discursive practice, enunciate, knowledge, power, truth, subject, subjectivity. For doing so, the following investigation questions were proposed: What is the definition of substance for Linguistics and DA? How substances of sound, the body, substances of expression, and objects of the image contribute to the production of meanings of the discourses which compose the corpus of the research? How do the English courses, through the audiovisual discourse of advertising, mean the Brazilian learner of English and the learning of the English language? How do these truths are erected inside these materials when dealing with the issues listed before and in the relations of the Brazilian with the English language and with the speaker of the English language, which certainly contribute to the production of subjectivity of the English language learner? The hypothesis raised that the substances which integrate the materialities (of the corpus) apart from cooperating with the meaning process of the discourse, also indicate specific meanings inside these materialities was confirmed. The corpus of the research is made up of advertisements of four English courses broadcast on TV and Internet between 2010-2013, totalizing eleven audiovisual objects. In general, the theoretical discussions made and the analyses indicate the usefulness of articulating the historical semiology proposal with DA, this is due to the signs and symptoms which emanate from these significant materials. Concerning the analysis of sound substance, we verify its relevance as a constituent element of history, we highlight the vocal intensity as counterpart of meaning, the relation of timbre substance with the identity of the subject, as well as the role of tone in the production of meanings contrary to the verbal. We analyzed the substances of expression and how these contribute to the production of meanings of the discourse in several ways. Furthermore, the materialities showed how substances in the image scope and the objects regulate the power games and corroborate the production of truths inside the discursive practices. About the learner and learning, we point out that the Brazilian learner of English needs to have perfect pronunciation, and his fluency is intimately related to the fact of having a native teacher. The legitimated learner, in this respect, is put into an idealized place of knowledge. Apart from that, the advertisements demonstrate that English learning flows without any conflict, and the learning process is also erased to the detriment of the product. Their success (of the learner) is strictly entailed to the competence of the oral ability. Also, the Brazilian has to learn the foreign language and use it never the foreigner. This last one, on the contrary, occupies the place of powers (domination) and knowledge. To finish, ruled by post-modernity, the advertisements promote the disposable culture (especially concerning the learner s body); and the punishment factor along with ridiculousness permeates the discursive formation about learner/learning of English language in Brazil. These factors certainly corroborate the constitution of subjects

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior