O discurso do professor sobre aluno-problema : uma transgress?o bem dita
Ano de defesa: | 2014 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Letras
|
Departamento: |
Faculdade de Letras
|
País: |
BR
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/2178 |
Resumo: | The objective of this thesis is to deal with the linguistic transgression in the discourse of teachers about the student with bad behavior Aluno-Problema (AP) , analyzing how that discourse realizes the teacher s attitudes in favor of AP. A ducrotian principle states that language is argumentative, and expressed in speeches in the form of normative arguments (therefore), because it may follow the linguistic system pattern, and of transgressive arguments (however), because it may transgress this same pattern. Another principle is that a lexical item has its meaning in it (Ducrot, 1990) that leads to possibilities for continuation in the speech and prevents several other continuations. The expression AP linguistically guides the discourse to normative threads of the type AP therefore rejection and prevents threads of the type AP however aid: it is difficult to deal with AP; they are not well accepted in school environments. That is a pattern. The discourses of the teachers interviewed on the AP s behavior should follow the pattern of the corpus of this work, in relation to linguistic guidelines of the expression AP, which would be AP therefore neg-aid. In the analyzed discourses we have found, on the contrary, a transgression of the pattern, i.e. AP however aid. We believe that, to accomplish this transgression, the teacher is, in fact, following a pattern that refers to the guidelines of the lexical item teacher. In other words, in the Language, the lexical item teacher guides for "one who helps" "one who understands" "one who accepts". Thus, the transgression is justified to follow the "duties" of this profession. In this sense, to violate a pattern, to follow another one, becomes beneficial to the AP. The title of our work is justified along these lines. An important aspect of an argumentative discourse meaning is the relationship among normative argumentative threads and transgressive ones, that constitutes it. Thus, we analyzed those relations, searching for the meaning of those words (therefore and however), in a corpus that consists of 7 interviews/speeches of teachers who work at two elementary schools of Concei??o do Coit?/Bahia. The work is based on the Theory of Argumentation within Language (ANL) defended by Oswald Ducrot, and J. S. Anscombre, and on its current form, the Theory of Semantic Blocks (TBS), developed by Marion Carel and Oswald Ducrot. The choice of this theoretical approach is due to the fact that the ANL/TBS has as most important principles, the assumptions that the arguments are in the language, but not outside it, and that the meaning of a linguistic entity is composed by other speeches that the entity mentions. |
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Barbisan, Leci BorgesCPF:01228021015http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4799795D1CPF:12373087553http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798615Z4Silva, Nilzete Cruz2015-04-14T13:39:19Z2014-10-302014-08-21SILVA, Nilzete Cruz. O discurso do professor sobre aluno-problema : uma transgress?o bem dita. 2014. 134 f. Tese (Doutorado em Letras) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2014.http://tede2.pucrs.br/tede2/handle/tede/2178The objective of this thesis is to deal with the linguistic transgression in the discourse of teachers about the student with bad behavior Aluno-Problema (AP) , analyzing how that discourse realizes the teacher s attitudes in favor of AP. A ducrotian principle states that language is argumentative, and expressed in speeches in the form of normative arguments (therefore), because it may follow the linguistic system pattern, and of transgressive arguments (however), because it may transgress this same pattern. Another principle is that a lexical item has its meaning in it (Ducrot, 1990) that leads to possibilities for continuation in the speech and prevents several other continuations. The expression AP linguistically guides the discourse to normative threads of the type AP therefore rejection and prevents threads of the type AP however aid: it is difficult to deal with AP; they are not well accepted in school environments. That is a pattern. The discourses of the teachers interviewed on the AP s behavior should follow the pattern of the corpus of this work, in relation to linguistic guidelines of the expression AP, which would be AP therefore neg-aid. In the analyzed discourses we have found, on the contrary, a transgression of the pattern, i.e. AP however aid. We believe that, to accomplish this transgression, the teacher is, in fact, following a pattern that refers to the guidelines of the lexical item teacher. In other words, in the Language, the lexical item teacher guides for "one who helps" "one who understands" "one who accepts". Thus, the transgression is justified to follow the "duties" of this profession. In this sense, to violate a pattern, to follow another one, becomes beneficial to the AP. The title of our work is justified along these lines. An important aspect of an argumentative discourse meaning is the relationship among normative argumentative threads and transgressive ones, that constitutes it. Thus, we analyzed those relations, searching for the meaning of those words (therefore and however), in a corpus that consists of 7 interviews/speeches of teachers who work at two elementary schools of Concei??o do Coit?/Bahia. The work is based on the Theory of Argumentation within Language (ANL) defended by Oswald Ducrot, and J. S. Anscombre, and on its current form, the Theory of Semantic Blocks (TBS), developed by Marion Carel and Oswald Ducrot. The choice of this theoretical approach is due to the fact that the ANL/TBS has as most important principles, the assumptions that the arguments are in the language, but not outside it, and that the meaning of a linguistic entity is composed by other speeches that the entity mentions.O objetivo deste trabalho ? tratar da tem?tica da transgress?o lingu?stica no discurso do professor sobre o Aluno-Problema (AP), analisando como ela se constitui numa tomada de posi??o, numa atitude do professor a favor do AP. Um princ?pio ducrotiano ? de que a l?ngua ? argumentativa e se expressa nos discursos na forma de argumentos normativos (em portanto), porque seguem a norma que est? no sistema lingu?stico e em argumentos transgressivos (em no entanto), porque transgridem essa mesma norma.Outro princ?pio ? que uma palavra possui uma significa??o nela mesma (Ducrot, 1990) que orienta para possibilidades de continua??o no discurso e impede v?rias outras continua??es. A express?o AP, orienta linguisticamente para encadeamentos mormativos do tipo AP portanto rejei??o e impede encadeamentos do tipo AP portanto ajuda: ? dif?cil lidar com AP: eles n?o s?o bem aceitos nos ambientes escolares: essa ? uma norma. Os discursos dos professores entrevistados sobre o AP, deveriam seguir a norma estabelecida para o corpus deste trabalho, em rela??o ?s orienta??es lingu?sticas da express?o AP, que seria AP portanto neg-ajuda. Nos discursos analisados encontramos ao contr?rio, uma transgress?o da norma, ou seja, AP no entanto ajuda. Acreditamos que ao realizar essa transgress?o, o professor est? na realidade seguindo uma norma que se refere ?s orienta??es da palavra professor. Ou seja, na L?ngua, a palavra professor orienta para aquele que ajuda que compreende que aceita. Assim, a transgress?o se justifica para seguir os deveres da profiss?o. Nesse sentido, transgredir uma norma, para seguir outra, se torna ben?fica para o AP. Por isso o t?tulo do nosso trabalho. Parte importante na constru??o do sentido argumentativo de um discurso ? a rela??o entre encadeamentos argumentativos normativos e transgressivos que o constitui. Assim, analisamos essas rela??es no corpus formado por sete entrevistas/discursos, de professores do n?vel fundamental de duas escolas, da cidade de Concei??o do Coit?/Bahia, em busca do sentido desses discursos. O trabalho se baseou teoricamente na Teoria da Argumenta??o na L?ngua (ANL) de Oswald Ducrot e J.S. Anscombre, e na sua forma atual, a Teoria dos Blocos Sem?nticos (TBS), desenvolvida por Marion Carel e Oswald Ducrot. A op??o pela abordagem te?rica deve-se ao fato de que a ANL/TBS tem como princ?pios, as no??es de que a argumenta??o est? na l?ngua e n?o fora dela, e de que o sentido de uma entidade lingu?stica ? constitu?do pelos discursos que essa entidade evoca.Made available in DSpace on 2015-04-14T13:39:19Z (GMT). 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dc.title.por.fl_str_mv |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita |
title |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita |
spellingShingle |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita Silva, Nilzete Cruz RELA??O PROFESSOR-ALUNO ARGUMENTA??O AN?LISE DO DISCURSO CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita |
title_full |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita |
title_fullStr |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita |
title_full_unstemmed |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita |
title_sort |
O discurso do professor sobre aluno-problema : uma transgress?o bem dita |
author |
Silva, Nilzete Cruz |
author_facet |
Silva, Nilzete Cruz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barbisan, Leci Borges |
dc.contributor.advisor1ID.fl_str_mv |
CPF:01228021015 |
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http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4799795D1 |
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CPF:12373087553 |
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http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798615Z4 |
dc.contributor.author.fl_str_mv |
Silva, Nilzete Cruz |
contributor_str_mv |
Barbisan, Leci Borges |
dc.subject.por.fl_str_mv |
RELA??O PROFESSOR-ALUNO ARGUMENTA??O AN?LISE DO DISCURSO |
topic |
RELA??O PROFESSOR-ALUNO ARGUMENTA??O AN?LISE DO DISCURSO CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The objective of this thesis is to deal with the linguistic transgression in the discourse of teachers about the student with bad behavior Aluno-Problema (AP) , analyzing how that discourse realizes the teacher s attitudes in favor of AP. A ducrotian principle states that language is argumentative, and expressed in speeches in the form of normative arguments (therefore), because it may follow the linguistic system pattern, and of transgressive arguments (however), because it may transgress this same pattern. Another principle is that a lexical item has its meaning in it (Ducrot, 1990) that leads to possibilities for continuation in the speech and prevents several other continuations. The expression AP linguistically guides the discourse to normative threads of the type AP therefore rejection and prevents threads of the type AP however aid: it is difficult to deal with AP; they are not well accepted in school environments. That is a pattern. The discourses of the teachers interviewed on the AP s behavior should follow the pattern of the corpus of this work, in relation to linguistic guidelines of the expression AP, which would be AP therefore neg-aid. In the analyzed discourses we have found, on the contrary, a transgression of the pattern, i.e. AP however aid. We believe that, to accomplish this transgression, the teacher is, in fact, following a pattern that refers to the guidelines of the lexical item teacher. In other words, in the Language, the lexical item teacher guides for "one who helps" "one who understands" "one who accepts". Thus, the transgression is justified to follow the "duties" of this profession. In this sense, to violate a pattern, to follow another one, becomes beneficial to the AP. The title of our work is justified along these lines. An important aspect of an argumentative discourse meaning is the relationship among normative argumentative threads and transgressive ones, that constitutes it. Thus, we analyzed those relations, searching for the meaning of those words (therefore and however), in a corpus that consists of 7 interviews/speeches of teachers who work at two elementary schools of Concei??o do Coit?/Bahia. The work is based on the Theory of Argumentation within Language (ANL) defended by Oswald Ducrot, and J. S. Anscombre, and on its current form, the Theory of Semantic Blocks (TBS), developed by Marion Carel and Oswald Ducrot. The choice of this theoretical approach is due to the fact that the ANL/TBS has as most important principles, the assumptions that the arguments are in the language, but not outside it, and that the meaning of a linguistic entity is composed by other speeches that the entity mentions. |
publishDate |
2014 |
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2014-10-30 |
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2014-08-21 |
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SILVA, Nilzete Cruz. O discurso do professor sobre aluno-problema : uma transgress?o bem dita. 2014. 134 f. Tese (Doutorado em Letras) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2014. |
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http://tede2.pucrs.br/tede2/handle/tede/2178 |
identifier_str_mv |
SILVA, Nilzete Cruz. O discurso do professor sobre aluno-problema : uma transgress?o bem dita. 2014. 134 f. Tese (Doutorado em Letras) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2014. |
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