Navegando por Assunto "Discourse analysis"

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A Cidade e seus sentidos: análise dos discursos que embasam projetos de requalificação urbana em Belém (PA)
(Universidade Federal do Pará, 2021-08-17) DANTAS, Adailson Soares; TRINDADE JÚNIOR, Saint-Clair Cordeiro da; http://lattes.cnpq.br/1762041788112837
This work investigates the discursive dimension of the urban space of Belém (PA). In this way, the significant body of the city is considered from a perspective that considers it a privileged space for the production and confrontation of meanings, many of which imposed by hegemonic discursive subjects that are not always explicit. Therefore, the objective is to identify, characterize and analyze the discursive strategies and their enunciating subjects that guide the symbolic production, but also material, of the urban space in the capital of Pará from two current interventions of urban requalification: “Projeto Belém Porto Futuro” and “Novo Mercado de São Brás”. For this, Michel Pêcheux's Discourse Analysis was used as the main theoretical and analytical device for data interpretation, and Henri Lefebvre's notions and concepts about the production of space as secondary theories. First, a literature review was undertaken to find the historical and ideological conditions for the production of a hegemonic discourse about the way of thinking, interpreting, planning and building urban space. Afterwards, the displacement of the meanings of the discourses and its materialization in the urban space of the cities were investigated, in a chain that permeates the global, national, and reaches the local scale. In this investigation, a discursive corpus was constituted witch includes documents, laws, notices, news, photos and videos, newspaper and magazine reports, descriptive memorials and 3D images of the project’s electronic models that are the target of investigation. The discursive analysis of this corpus allowed us to discover that hegemonic discourses guide, through displacement of meanings, the conceptions of urban planning and the material production of architectural forms in the city of Belém (PA). These discourses establish a "marketing" and competitive logic, which intends to establish conservative economic growth and urban development models, which are based, above all, on the urban, architectural and landscape requalification of places, aiming at both the economic growth of the city and its tourist projection in a globalized scenario.
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Discurso e cibercultura: uma análise de como a imagem Amazônia é disseminada em âmbito da internet
(Universidade Federal do Pará, 2021-04-20) ARAUJO, Daymerson Ferreira; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; https://orcid.org/0000-0001-7724-6082
Amazon is not now the space where the attention of governments, governmental and nongovernmental organizations, national and international, and various institutions is turned. Given its complex sociobiodiversity, images and visions are built on this region, which, in most cases, serve to disseminate and consolidate exogenous speeches and which end up being received and assimilated by inhabitants of this region, especially by those who have easier access and use of the world wide web, a privileged environment for the creation and circulation of ideas. Thus, the following questions arise: how do 2nd year high school students from a private school in Castanhal / PA understand the Amazon through contact with these speeches and ideas disseminated on the internet? In this sense, the general objective of this research is to analyze, through its textual productions, the way high school students from a school in Castanhal / PA perceive the Amazon theme in the context of the internet. Specifically, it aims to: a) Identify and characterize the Amazonian space in geographic, social and environmental spheres, seeking to understand its place in the economic context, both in the past and in the present; b) Analyze the emergence of the world wide web as a possible vector for the dissemination and consolidation of discourses today; and c) Understand and analyze how the Amazon is perceived by high school students, from the internet, using Content Analysis and Discourse Analysis of texts produced by them. This study is justified by the fact that the internet is today the areopagus where debates take place in an agile and integrated way and understanding how these students retain such information for themselves is important for decision-making, especially with regard to to more specific interventions within the school and society. Thus, content analysis (CA) is used as methods of analysis, following bardin’s (2016) and discourse analysis (AD) assumptions, based on reflections by Althusser (1967), Orlandi (2007) and Souza (2014). This research is part of a qualitative-interpretative nature (MINAYO, 1995), of a basic nature (JACOBSEN, 2009). As results, it was understood that most of the research participants have a perception of the Amazon as an external environment to their coexistence, as a scenario that is limited, solely and exclusively, to the forest, to exoticism. Furthermore, a posture of distancing in relation to the Amazon was identified in most of their speeches.
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Dos campos do Marajó aos campos do discurso: sentidos sobre o trabalho do vaqueiro na tradição e na contemporaneidade
(Universidade Federal do Pará, 2021-02-21) POMBO, Délcia Pereira; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
This thesis triggers the reins of a study course designed to investigate the discourses about the work of the Marajoara cowherd in the tension between traditional and contemporary meanings about the profession. To apprehend the senses effects of the discursive experiences in the work context, there is the guiding question: How to understand the tension inherent to the discourses that imply the figure of the cowherd, still rooted to the traditions, and the contemporary, more distanced from them? For this purpose, the theoretical and analytical path is intertwined with the theoretical and methodological framework of Discourse Analysis (DA), based on the postulates of Dominique Maingueneau, focusing on the concepts of de deixis, discursive practice, enunciation scenes, simulacrum, and polemic, to think about productive activities in the labor universe, in a construction that is mediated discursively. Added to these contributions are the principles of Ergology, based on the postulates of Yves Schwartz, to think about the relationship between language and work, in the reference made to the prescriptions of work and the performance of the cowherd in the daily toil. The narratives of life, based on the postulates of Daniel Bertaux, are used to think about the access to the discourses about the work of the cowherd, in the telling of the experiences of the work in a space in which the enunciation acquires meaning. The investigation was carried out through narrative interviews, with subsequent transcription, which constituted a point of articulation between the phenomena of language and the work of the cowherd and how professional identity is constructed in a discursive practice. The choice of the theme is justified by the relevance of the studies on Marajoara cowherding, and to contribute to the discussion around a discursive subject thought from a place. In this direction, the locus of the investigation concentrates on ten farms located in the fields in Marajó, municipality of Soure. The focus is on the articulation of two analytical corpora: the life narratives of sixteen Marajoara cowherds, distributed in four categories of professionals, whether they are day laborers, effective, foremen, and retired; and Law 12870/2013, which regulates the profession of the cowherd. This deepens the recognition of an interdiscursive operation between the meanings produced in the legal field and the meanings produced in the labor field. In the foundations on which the analyses are built, the voices that narrate weave a network of discursive relations implied in the saying of oneself and of work with a register of significant marks in the production of meanings in the historically marked activity of cowherding in this region of the fields of Marajó.
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A Escrita do professor de inglês em formação: indícios de conhecimentos a respeito da aula e da escrita acadêmica
(Universidade Federal do Pará, 2020-02-11) MORHY, Sádie Saady; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Understanding the teacher's relationship with the knowledge proper to teaching implies how it is constituted from language's “dialogism”, of what Foucault (1972) calls “file”, or “discursive heterogeneity” (shown and constitutive) according to Authier-Revuz (2004). Dialogic writing, manifested in internship reports, has a double movement, since it allows the trainee student to reflect and expose his knowledge about the profession. The academic character of this writing is a document that serves as the culmination of an entire study developed during the undergraduate course, which is responsible for building learning for a professional teaching practice of the student of English Letters, at the end of his university course. This document serves as an indicator that reflects your training as a teacher. In this thesis, we are interested in investigating the training of English teachers in two dimensions: that of didactic knowledge that underlies the teaching of the language and that of mastering the processes of producing academic text. Our general objective was to discuss how the relationship of the teacher in training with the knowledge that underlies his work materialized in his writing on teaching practices. More specifically, we seek to know how these trainees produce an academic text, observing their way of describing the observed classes, the way they reveal their didactic knowledge, the mechanisms they use for the construction and production of reports, as well as the way they produce their reflections. We adopted a discursive perspective, focused on the analysis of the French line discourse, based on Foucault (1972), mainly on issues involving the statement. For this, we analyzed excerpts from reports of Supervised Internship students of the English Language Course at the Faculty of Modern Foreign Languages at the Federal University of Para. The results show evidence that the students' writing reveals preconceived positions, marked by beliefs about the profession, indicating the difficulty of the interns in issues related to standard language, academic writing and acquired knowledge, which implies inability, as discourse subjects, in clearly positioning themselves in their area of formation through writing. We found evidence of a subject who occupies three positions in the discourse: a paradoxical one, due to the way he reports his teaching experiences, revealing an image incompatible with the most experienced institutional place of the language; one a-scientific, giving rise.
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Jogos de RPG na mediação educacional: uma análise discursiva sobre a identidade cultural em uma escola
(Universidade Federal do Pará, 2022-09-15) LOPES, Rafael dos Santos; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
The studies carried out to produce this dissertation launched on the role-playing games, the famous RPGs (English acronym for Role-Playing Game), a research from the perspective of the theory of Discourse Analysis. Thus, we decided to analyze how effective this tool is as a motivator/facilitator of the subject's cultural identity exercise in the teaching-learning process, by emphasizing the place/space of speech of the subject-student in his socio-historical position through the discourse inserted in the textual production in the stage of creation of the character-player. Thus, we reflect on the role of play and playful learning in the manifestation of discourse and their voices throughout the formation of cultural identity, considering the place/space of the rural classroom, marajoara, therefore, on the banks of an Amazonian river, far from urban centers. Therefore, this dissertation begins with the importance of considering the socio-historical context in which the individual-subject is inserted, then we expose the educational contributions of playful teaching and, with that, we launch a conceptual research on RPG games and in-depth typology of what this type of entertainment is about, clarifying in detail what RPG is and how it can serve as a pedagogical tool. Then we present the entire historical-geographical and cultural context of the place where the pedagogical intervention was applied, in which we approach the municipality of Curralinho, in Marajó, present the community and make a description of the riverside school object of our research. With all the research carried out so far, we present the RPG system that was applied at the school and the identity criteria of the subject-students, related to those used in choosing the game brought to the classroom, focusing on the characters, the scenario and the adventure. We detail the step-by-step of how the proposal of the role-playing game was carried out, and then we carry out a detailed examination of the identity construction of the subjects, based on the concepts of Discourse Analysis, on the texts produced in the stage of creation of characters. After the final considerations, we have incorporated an appendix to this dissertation with a pedagogical proposal so that any teacher has in hand a detailed guidance on how to apply RPG in the classroom in any discipline and even carry out interdisciplinary work with their student body.
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Leitura numa perspectiva discursiva: uma possibilidade de construção de sentidos nos entremeios das memórias de alunos da EJA em Portel-Pará
(Universidade Federal do Pará, 2020-09-22) BAIA, Jacira da Costa; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
This research is composed of studies about the practice of reading in the discursive understanding in a 4th cycle Education for the Youth and Grown-ups class (EJA) in a town school, in Portel city, Pará. It is discussed about the difficulty of students to perform text readings that indicate the multiplicity of meanings, which often results in the institutionalization of a discourse that EJA students “do not know how” to read or write. In the search to break with these speeches that are spread in schools, and that end up being replicated by the students themselves, we carried out the present research-action with qualitative analysis of the data, based above all in the French Discourse Analysis theory. It is based on the conceptions of Foucault (1987, 1996), Pêcheux (1995), Orlandi (1993, 1996, 2012, 2015), Fernandes (2008), Cunha (2011), among others. It is started from the hypothesis that a work with the reading of reports of EJA students' memories, in a discursive understanding, can enable students to read focused on the multiple meanings of the text, considering the socio-historical aspects and, also, further the appreciation of texts composed by the students, often considered at school as “meaningless” texts. Our general goal is to understand the discourse as a constitutive and constituted by the subject-students and, thus, to determine the composition of meanings of the texts, in order to think about the power relations that appear between the knowledge brought by the school and the knowledge found in the statements of the subject-students of EJA, hence we seek possibilities for a practice of multiple reading that values the knowledge brought by students. Therefore, a study was carried out with the reading of reports from EJA students' memories, in a discursive understanding, having as object the texts composed by the students of a 4th cycle class and read by another one, in the same cycle, in the same school where the research was carried out. Firstly, we propose a diagnostic activity to analyze the process of creating meanings, that is, the reading performed by the researched individuals when reading reports from other students' memories. Based on the analyzes results, in which we found that reading focused on repetition of the explicit meanings in the text, we conducted five reading workshops whose goal was to provide the subject-students with access to other important knowledge so that they could read with different possibilities of meaning, that is, of a predictable transparency of language. In analyzing the corpus, we considered some categories of analysis: statement, discourse, subject, identity, memory and discursive formation. From the analysis of data collected after the intervention, we found that most of the subject-students created a greater connection between reading and their socio-historical context, leaving paraphrase and pointing towards a reading in which the meanings are multiplied, which we can call a polysemic reading.
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Mulheres indígenas em redes: cosmologias, singularidades históricas, resistências e conhecimentos em elaborações ativistas
(Universidade Federal do Pará, 2020-08-31) TOCANTINS, Raimundo de Araújo; NEVES, Ivânia dos Santos; http://lattes.cnpq.br/2648132192179863
The present research offers an analysis of the profiles of indigenous women in order to investigate their discursive productions inserted in multiple networks. The starting point of this undertaking is the web, understood as a heterotopic territory for the writing of their self-narratives that tell the stories of the present through enunciated activists. In addition to this network, indigenous people undertake their narratives spread in other spaces such as universities, movements of political organizations and also in their poetics, spaces where art can be understood from its original perspectives. The theoretical-methodological enterprise is guided by the articulation between two fields: the Discourse Analysis of an archegenealogical character undertaken by Michel Foucault, basically in the definition of “device”. In this architecture, we use the association of the theoretical displacement undertook by Neves (2009, 2015) on the Foucaultian device, which resulted in the apprehension of the “colonial device”. In addition to this field, Decolonial Studies focusing on Walter Mignolo, Aníbal Quijano, Julieta Paredes and Maria Lugones are also relevant. In this endeavor, we base our analyzes on the understanding of the four lines that make up the Foucaultian device: Visibility, Enunciability, Strength and Subjectivity. These lines outlined by Deleuze (2006) make it possible for us to apprehend the sedimentations implanted by the device throughout history towards indigenous subjectivities. On the other hand, the self-narratives undertaken by indigenous women activists reveal the fissures or fractures they create within the device. From this theoretical perspective, the subjects of this research (re) elaborate their subjectivities and build resistances through making activists visible on the web.
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As representações a partir de enunciados dos alunos em um Clube de Ciências
(Universidade Federal do Pará, 2020-08-26) ARAÚJO, Marinalva Soares de; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This study aimed to analyze the characterization of the representations in statements produced during the investigative activity on the Science Club in the construction of meanings found by the students. The methodology of this research is the qualitative approach with the constitution of the data made from elements of the participant observation, material of video recordings, audio recordings and texts produced by the students during SEI. It was realized at the Science Club Prof. Dr. Cristovam W. Diniz space and the participants were students who attended the 5º or 6º years of the Middle School, with the ages between 11 and 12 years old. For the procedures of data analysis, we rely on the transcription, description and interpretation of students' statements during the proposed investigative activity, which had the proposition that insects were separated into groups and differentiated from other animals. The theoretical support used was an interface between Jean Piaget's studies on cognitive representations, the work with discursive statements based on Michael Foucault and institutional analysis of Marlene Guirado's discourse. The results showed that their statements were linked to the SEI steps, in the way they solved the proposed problem, they made relationships between activity and daily life through the use of explanations and inferences and a language of referencing and negotiation of meanings. Inside that meaning, the Science Club was not constituted only as cognitive operations, but it maintained a relationship with the statements in the assimilation and accommodation processes for the construction of meanings, in this anthropic space of construction of knowledge.