Search

I want to, throughout this article, understand the trajectory of the method of archaeological history, built by Michel Foucault throughout their first four works, analyzing especially the work Archaeology of Knowledge. In this reading, to clarify some key concepts of Foucault, such as discourse, enunciation and know, to dwell in particular on the notion of discursive formation, a concept appropriated by discourse analysis (DA). The result of this reading, by outlining the four possible categories for the discursive formation, helps to understand with greater density the central concept of the analysis, as in Foucault, as in DA: the discourse. [ABSTRACT FROM AUTHOR]

This article aims to discuss and analyze the way how media builds up identities to the Northeast people and region. We will start first, by presenting some epistemological considerations based on Discourse Analysis, which is our theoretical approach. Secondly, we will discuss about identity. Discourse Analysis interfacing with the Cultural Studies, presents identity as "a construction made inside social discourses, historical, always multiple, heterogeneous and unstable". The third section focuses on the analyses of texts, in order to clarify the production of identities to the Northeast by the Media, from the incessant repetition of symbolic images. In the fourth section, we will present some conclusions. [ABSTRACT FROM AUTHOR]

This article, tied with the area of the French Discourse Analysis, aims to examine two discursiv aspects of the Biblical parable: the generic captation and the paraphrasage. I use myself for this of the ideas of Dominique Maingueneau as one of the main theoretical base. The methodology will consist eminently of a research of bibliographical character followed of the analysis of some extracted parable of the New Testament. I show, to the end, that these two discursiv expedients, that cooperate in the formation of the discursiv identity of the considered gender, they help to construct to the image of authority and benevolence of the Biblical narrator of these brief story. [ABSTRACT FROM AUTHOR]

This paper aims at analyzing how the enunciate heterogeneity, proposed by the linguist Jacqueline Authier-Revuz, has became an important theoretical and methodological contribution to the episteme of French discourse analysis (DA), in the manner we conceive it nowadays. We intend to understand how DA has taken those revuzian concepts, analyzing them, discursiving them and redefining them by its theoretical assumptions, in order to construct a discourse theory that recognizes the presence of the Other/other in the discourse and the diversity of voices that cross subjects' utterances. [ABSTRACT FROM AUTHOR]

This article analyzes, from a Discourse Analysis (DA) theoretical and methodological perspective, the ideological effects of displacement of meanings produced in media texts (Folha de São Paulo newspaper and Veja magazine between 1994 and 2003) about the Movimento dos Sem Terra (MST) actions. Despite using different discoursive ways, the texts revealed the same dubious initial discourse and ended by denigrating the MST. We understand that in this saying space, a way of narrating violence in the rural community was established, in which happenings are emphasized as actions by scoundrels and the conflict reasons - the market society and the latifundio agrarian structure - are silenced. [ABSTRACT FROM AUTHOR]

The aim of this article is to understand how the document "Reorientação Curricular de Língua Portuguesa", proposed by the Secretary of Education of Rio de Janeiro State and given to the state schools in 2006, deals with genre, taking into account Bakhtin's theoretical approach about the concept of discourse genres. This study takes as methological strategy the documental analysis and shows that the document uses the discourse genres as object of teaching. [ABSTRACT FROM AUTHOR]

In this paper we presented a qualitative analysis of institutional conversations performed during two classes of Portuguese as a second language, basing on Etnometodological Conversation Analysis. We tried to describe the acts of two teachers which employ different strategies to correct mistakes made by students without breaking topic flow, trying to verify how this interfere in interaction dynamics. We observed that, regardless the strategy employed by teacher in order to correct students mistakes, remains the asymmetry between teacher and students. [ABSTRACT FROM AUTHOR]