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This study analyses the use of language in interactions among patients who suffer endometriosis, a chronic gynecological condition. Our focus lies on how affect is constructed in two types of interaction: on the one hand, Facebook pages, and, specifically, comments by patients who suffer the pathology. The second type of interaction is interviews, which constitutes corpus B. The analysis followed the notion of evaluative configurations based on an adaptation of the system of Appraisal (Martin 2000; Martin y White 2005). Results indicate that the most frequent domain is un/happiness in both corpora, with a clear predominance of sadness. However, the configuration of un/happiness varies between the corpora. The differences may result from the functionality of each form of interaction, including a search for constructing a sense of community and member alignment through emotional support, or the construction of a personal experience., Este trabajo aborda el uso del lenguaje en interacciones de pacientes que padecen endometriosis, una enfermedad ginecológica crónica. Nuestro foco de indagación lo constituye la construcción del afecto en dos tipos de interacciones: por una parte, páginas de Facebook, en particular, los comentarios de pacientes con esta patología. El segundo tipo de interacción es el de entrevistas, que constituyen el corpus B. Aplicamos una propuesta de configuraciones evaluativas adaptada del sistema de Valoración (Martin 2000, Martin y White 2005). Los resultados indican que en ambos corpus el dominio predominante es la In/felicidad, con clara predominancia de la tristeza. Sin embargo, la configuración de este tipo de afecto varía entre los corpus. Esta diferencia es atribuible a factores relacionados con la funcionalidad de cada tipo de interacción, como la voluntad de consolidación de un sentido de comunidad y alineación de sus miembros por medio del apoyo emocional, o el relato de la experiencia atravesada., Ce travail porte sur l'utilisation du langage dans les interactions des patientes souffrant d'endométriose, une maladie gynécologique chronique. Notre objet d'enquête est la construction de l'affect dans deux types d'interactions : d'une part, les pages Facebook, notamment les commentaires des patients atteints de cette pathologie. Le second type d'interaction est celui des entretiens, qui constituent le corpus B. Nous appliquons une proposition de configurations évaluatives adaptées du Rating system (Martin 2000 ; Martin et White 2005). Les résultats indiquent que dans les deux corpus le domaine prédominant est Un/bonheur avec une nette prédominance de la tristesse. Cependant, la configuration de ce type d'affect varie selon les corpus. Cette différence est attribuable à des facteurs liés à la fonctionnalité de chaque type d'interaction, comme le désir de consolider un sentiment de communauté et d'alignement de ses membres par le soutien émotionnel, ou le récit de l'expérience vécue., O presente artigo aborda o uso da linguagem em interações de pacientes que sofrem de endometriose, uma doença ginecológica crônica. Nosso foco de investigação é constituído pela construção do afeto em dois tipos de interação: de um lado, páginas do Facebook, em particular, os comentários de pacientes que possuem a patologia. O segundo tipo de interação é de entrevistas, que constituem o corpus B. Aplicamos a proposta de configurações avaliativas a partir do uma adaptação do sistema de Avaliatividade (Martin 2000; Martin e White 2005). Os resultados indicam que em ambos os corpora o domínio predominante é da in/felicidade, com claro domínio da tristeza. No entanto, a configuração da infelicidade varia entre os corpora. Esta diferença é atribuível a fatores relacionados à funcionalidade de cada tipo de interação, como a vontade de consolidação de um senso de comunidade e alinhamento de seus membros por meio do apoio emocional, ou do relato da experiência vivenciada.

Desde una concepción del lenguaje como práctica social (Halliday, 1978), entendemos el Análisis del Discurso (AD) como una disciplina transversal de las ciencias humanas y sociales que estudia sistemáticamente el discurso y los contextos cognitivos, sociales, políticos, históricos y culturales que lo determinan (Fairclough, 1989; Wodak y Meyer, 2008). En este marco, este proyecto tiene como objetivo principal analizar discursos vinculados a las prácticas sociales (1) de la salud, (2) de la ciencia y (3) del arte y la comunicación, a fin de contribuir a la comprensión de los fenómenos lingüísticos y sociales que operan en la creación de significados. Las tres líneas que lo conforman han sido definidas en función de los discursos a indagar. La línea 1 aspira a la comprensión de las formas lingüísticas en los géneros relativos a las prácticas de salud, con énfasis en miradas críticas y de género. La Línea 2 profundiza estudios realizados sobre los discursos de la ciencia, y con foco en los significados interpersonales. La Línea 3 indaga desde una perspectiva crítica géneros institucionales, mediáticos y artísticos con el objetivo de identificar la presencia y ausencia de significados ideológicos construidos, consolidados y naturalizados desde el discurso. En este trabajo nos proponemos dar cuenta de los avances sobre lo actuado desde el inicio del Proyecto y durante el año 2018. Fil: Pascual, Mariana. Universidad Nacional de San Luis. Facultad de Ciencias Humanas; Argentina Fil: Mirallas, Carolina Andrea. Universidad Nacional de San Luis. Facultad de Ciencias Humanas. Departamento de Educación y Formación Docente; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis; Argentina Fil: Laurenti, Laura Lucia. Universidad Nacional de San Luis. Facultad de Ciencias Humanas; Argentina Fil: Solar, Walter Antonio Ramón. Universidad Nacional de San Luis. Facultad de Ciencias Humanas; Argentina

The purpose of this study is to contribute to the current debate on the notions of internationalization in different disciplines, on the basis of Discourse Analysis, and, in particular, Critical Discourse Analysis (FAIRCLOUGH, 2010, WODAK, 2000). To this aim, we analyze one specific institutional document: the declaration of Objectives and Policies and Actions corresponding to the Programa de Internacionalización de la Educación Superior y Cooperación Internacional Universitaria (PIESCI), Secretaría de Políticas Universitarias (SPU) from the Ministry of Education of Argentina. Preliminary results indicate clearly marked conceptual and ideological stances encoded in the internationalization objectives of this institution, which may relate to clearly biased socio-cultural purposes and to institutional identities characterized as recipients of institutional benefits. These meanings are encoded in “opaque” manners in this public document and should be unveiled to constitute evidence to which policy writers may resort when writing policies in the area of High Education Internationalization and cooperation. Este trabajo tiene por objetivo contribuir al debate existente en torno a las nociones de internacionalización en diversas disciplinas, tomando como punto de partida el Análisis del Discurso, en particular el Análisis Crítico del Discurso (FAIRCLOUGH, 2010, WODAK, 2000). A tal fin se plantea el análisis de un discurso institucional, el documento de declaración de Objetivos y Políticas y Acciones Impulsadas del Programa de Internacionalización de la Educación Superior y Cooperación Internacional Universitaria (PIESCI) de la Secretaría de Políticas Universitarias (SPU) del Ministerio de Educación de la República Argentina. Los resultados preliminares dan cuenta de marcados posicionamientos conceptuales e ideológicos implicados en los objetivos de internacionalización de la institución que darían cuenta de propósitos socio-culturales claramente parciales y de identidades institucionales caracterizadas como receptoras de beneficios institucionales. Estos significados se materializan de manera “opaca” en este documento público institucional y deben ser puestos en evidencia para constituir lineamientos a seguir por los agentes sociales redactores de políticas universitarias en el área de internalización y cooperación internacional, de máxima relevancia en las instituciones de educación superior modernas.

The Eco-Industrial State is an urban de sign project with a philosophy that from the first drawings had revolved around the search for a greater social and urban cohesion between Baró de Viver and Bon Pastor's neighbourhoods. These neighbourhoods are physically separated by the Industrial State on and this is why this project focuses its efforts on targeted interventions in public space, such as the extension of sidewalks in order to improve the quality of life of pedestrians and thus ensure accessibility to the citv, and a nice, dignified and safe environment.Interventions on the sidewalks have a new trees replanting, and this is important to embellish the urban landscape, they provide shade and clean the air contaminants. What characterizes this urban design is the Eco-Friendly theme. For meet, this objective there are several strategies proposed as a photocatalytic pavement in the public space. This material can transform the gaseous pollutants that are always present in urban areas in safe products for human health and the do not have any influence the environment. This will be accompanied by a series of ecological urban furniture and the urban lighting is from LED technology and solar energy. In terms the active participation of private sector in the project is important to work with them to get involved, and hope they will make some important decisions of ma king treatments or coating their facades.The facades will become aesthetically pleasing for the public space or such with the installation of a new technology of a photovoltaic-glass with transparency that can be used for windows or displays. A social program of artistic murals will accompany this with the aim for awareness on environmental protection. This is a project seeks to intervene in the public space, inviting the private sector for the economic investment and nurture to gives neighbours and all Barcelona's citizens a new and attractive image of this Industrial State, El Eco-Polígono Industrial es un Proyecto de diseño urbano con una filosofía que, desde los pensamientos hasta los primeros dibujos, ha girad o en torno a la búsqueda de la mayor cohesión social y urbana entre los barrios de Baró de Viver y Bon Pastor. Estos barrios se encuentran separados físicamente por el Polígono Industrial, es por eso que este proyecto centra sus esfuerzos en intervenciones puntuales en el espacio público, como la ampliación de las aceras con el fin de mejorar la calidad de vida del peatón y asegurar así la accesibilidad a la ciudad, a los barrios vecinos y un entorno más agradable, digno y seguro.Las intervenciones en las aceras llevan de la mano nuevas siembras de árboles urbanos, elemento importante para embellecer el paisaje, dar sombra y limpiar el aire de posibles contaminantes. Lo que caracteriza este diseño urbano es el elemento Eco-Amigable. Para esto se proponen varias estrategias, para el espacio público se propone un pavimento fotocatalítico capaz de transform r los gases contaminantes presentes en los núcleos urbanos en productos inocuos para la salud humana y sin impacto alguno en el medio ambiente. A esto le acompañará una serie de mobiliarios urbanos ecológicos y luminaria que se nutre de energía solar y tiene iluminación LED. En términos de implementación del sector privad o se busca que las industrias se involucren en el proceso de diseño, que participen y asuman un rol protagónico en el Proyecto, esto lo pueden lograr con tratamientos de fachadas que vuelven estéticamente agradable el espacio público, o por ejemplo, con la instalación vidrios fotovoltaicos -con transparencia para las ventanas o vitrinas- .A esto le acompañará un programa de murales artísticos con temáticas para concientización sobre la protección del medio ambiente. Esto es un Proyecto que busca intervenir en el espacio público, invitar al sector privado a la inversión económica y así darle a los vecinos de los barrios de una nueva imagen sobre su Polígono Industrial, una atractiva para ellos y para todos los ciudadanos de Barcelona .

Resumen temporalmente no disponible. La presente obra no cuenta con resumen provisto por el autor. Fil: Pascual, Mariana. Universidad de Buenos Aires. Facultad de Filosofía y Letras.

Sobre la certeza del gran potencial de aplicabilidad del Análisis Crítico del Discurso (ACD) en contextos educativos, este trabajo propone desarrollar las habilidades de lectura de los alumnos universitarios por medio de la implementación de estrategias de desarrollo de conciencia crítica (Fairclough, 1992) haciendo uso de las herramientas de análisis del lenguaje postuladas desde la Teoría de la Valoración (Martin & White, 2005) en el marco de la Lingüística Sistémico Funcional (LSF). Ilustramos esta propuesta con el análisis de un artículo periodístico publicado en el diario New York Times sobre la muerte del ex-presidente de Argentina Néstor Kirchner Relying on the great potential that Critical Discourse Analysis offers in educational contexts, this study proposes the development of university students' reading abilities through the implementation of strategies aimed at developing their critical language awareness (Fairclough, 1992). It uses the language analysis tools provided by the Theory of Appraisal (Martin & White, 2005), which constitutes a part of the larger framework of Systemic Functional Linguistics. This proposal is illustrated by the analysis of a news story published by The New York Times on the occasion of the death of Argentina's former president Néstor Kirchner À partir de la certitude du grand potentiel d'applicabilité de l'Analyse Critique du Discours (ACD) dans des contextes éducatifs, ce travail propose de développer les compétences lectrices des étudiants universitaires à travers la mise en oeuvre de stratégies de développement de la conscience critique (Fairclough, 1992) sur la base des outils d'analyse du langage postulés depuis la Théorie de l'Évaluation (Martin & White, 2005) dans le cadre de la Linguistique Systémique Fonctionnelle (LSF). Nous illustrerons cette proposition à l'aide de l'analyse d'un article journalistique publié dans le New York Times sur la mort de l'ancien président de l'Argentine, M. Nestor Kirchner

Writing an effective grant proposal poses many challenges for researchers, in particular for those whose native language is not English and who may have received little formal instruction in writing. While considerable research has been undertaken on the genre of the research article, grant proposals have received much less attention, despite their major significance in research settings. This study aims at investigating how grant proposal writers in the disciplines of chemistry and physics position themselves in relation to other researchers and theorists in key obligatory stages of this genre, namely Benefits and Importance Claim (Connor & Mauranen, 1999). Two successful and praiseworthy examples from disciplinary areas where access to international funding is regarded as important are analyzed. They were written by Argentinean non-native English speakers working at the Universidad Nacional de San Luis. The proposals are analyzed by using the Appraisal framework proposed by Martin (2000) and Martin and White (2005), with a focus on the system of ENGAGEMENT. Results indicate that the proposals were highly heteroglossic, and that a variety of ENGAGEMENT resources were used. The instances were predominantly expansive, suggesting that authors tend to invite rather than challenge their colleagues' views. This may be interpreted as an attempt to address a potentially varied audience. These results can assist authors in becoming aware of the interpersonal resources they may use to position themselves and align their audiences when writing their grant proposals. Los investigadores no nativos del idioma inglés deben enfrentar muchos desafíos al elaborar sus solicitudes de fondos para investigación, en particular, aquellos que no han recibido una capacitación sistemática en escritura. Los estudios sobre los significados interpersonales en géneros científicos desde la perspectiva Sistémico-Funcional se han ocupado principalmente del artículo de investigación. Sin embargo, y a pesar de su importancia en ámbitos académicos, otros géneros no han atraído tanta atención. Este trabajo indaga acerca de la manera en que los escritores de solicitudes de fondos de investigación de las disciplinas de Química y Física se posicionan frente a sus colegas, en las etapas obligatorias de este género: Beneficios y Declaración de Importancia (Connor & Mauranen, 1999). Se analizan dos solicitudes que cumplieron acabadamente con su objetivo. Fueron escritas por investigadores argentinos hispanohablantes de la Universidad Nacional de San Luis, al momento de solicitar financiamiento de agencias internacionales. El análisis se basó en la teoría de la Valoración, según Martin (2000) y Martin y White (2005), focalizándose en el sistema de Involucramiento. Los resultados dan cuenta de textos altamente heteroglósicos y una amplia variedad de recursos de Involucramiento. Las instancias identificadas son predominantemente expansivas, lo cual sugiere que los autores tienden a invitar, más que a desafiar los posicionamientos de sus colegas. Esto se interpretaría como un intento de dirigirse a una audiencia potencialmente variada. Estos resultados pueden ayudar a los investigadores a tomar conciencia de los recursos interpersonales disponibles para posicionarse más efectivamente frente a sus producciones y a sus audiencias.

Maestría en Inglés con Orientación en Lingüística Aplicada Most scientific communication is conducted in English, which may be a difficult task and a source of obstacles for researchers whose primary language is not English (Bitchenera & Basturkmen, 2006; Borlogan, 2009; Duff, 2010; Matsuda & Matsuda, 2010). As a matter of concern for language scholars, this situation requires at least two actions: (1) the development of research focused on the problems faced by researchers when writing in a foreign language, and (2) the design and implementation of pedagogical and didactic programmes or services aimed at providing researchers with the tools to enhance their linguistic and rhetorical skills. In both cases, the ultimate objective of these lines of action is to help researchers integrate into and interact with their knowledge communities in an independent, active and successful way. Considering those needs and the emerging interest in English as a lingua franca or as an international language, many scholars have devoted to studying the features of writing and language use across the world and across disciplines (Hyland, 2004; Matsuda & Matsuda, 2010; Mercado, 2010). However, few have explored the case of Mathematics (Lemke, 2002; Morgan, 2008; O’Halloran, 2005; Schleppegrell, 2007), and even fewer have investigated the discourse of scientific research articles (SRA) in this discipline (Graves & Moghadassi, 2013, 2014). In view of this situation, investigation of the discourse of science in the field of Mathematics (Game Theory - GT) as used in the Institute of Applied Mathematics (IMASL), at the National University of San Luis (UNSL), becomes both an answer to local researchers’ needs and an attempt to contribute to current research in writing, evaluative discourse and use of English as an international language for the communication of science. Thus, the main objective of this work is to conduct a comparative description between unpublished GT SRAs written in English by IMASL researchers and published GT SRAs written in English by international authors, in terms of linguistic features used to build authorship and authorial stance. The exploration of the genre is made from the perspective of the system of Appraisal (Hood, 2010; Martin & White, 2005; White, 2000), with the aid of Corpus Linguistics (CL) tools (Cheng, 2012; Meyer, 2002; Tognini-Bonelli, 2001). The results of this research are expected to be useful for the enhancement of knowledge of language professionals devoted to the teaching of writing as well as translation, proofreading, editing and reviewing services. A further goal is to lay the foundations for the production of didactic material which can potentially be incorporated into writing courses or professional writing, translation, reviewing and proofreading training programmes. Fil: Lucero Arrua, Graciela Beatriz. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.

Nesta tese de doutorado, investigamos a prática social de inclusão de aluno(a)s com deficiência intelectual (DI) e as avaliações e representações discursivas construídas no contexto escolar da educação inclusiva, pelo(a)s docentes, discentes e seus familiares. Analisamos essa prática em duas escolas estaduais de Minas Gerais, nas salas de aulas comuns do ensino regular, nos anos finais do ensino fundamental e nas salas de recursos do Atendimento Educacional Especializado, a partir de observações e entrevistas semiestruturadas. O(A)s participantes desta pesquisa são 08 professoras, 10 estudantes e 9 representantes do segmento de pais/responsáveis. Para empreendermos este estudo, adotamos os pressupostos teóricos da Análise de Discurso Crítica (ADC), especialmente a abordagem dialético-relacional de Norman Fairclough (1989, 1999, 2003, 2012), com enfoque nos significados representacional e identificacional. Do significado representacional, utilizamos a categoria interdiscursividade; do significado identificacional, a avaliação. Para análise das avaliações, baseamo-nos no Sistema de Avaliatividade, de Martin e White (2005).Adotamos também como referencial teórico as diretrizes da Educação Inclusiva, principalmente os documentos que a regem no estado mineiro, e as orientações oficiais acerca do ensino de leitura/letramento contidas nos Parâmetros Curriculares Nacionais (PCN), no Currículo Referência de Minas Gerais (CRMG) e na Base Nacional Comum Curricular (BNCC), fazendo, portanto, uma triangulação teórica, metodológica, espacial e de percepção dos diferentes participantes, como orienta Denzim (1970). Os dados nos revelaram que, apesar de todo o empenho das professoras, a inclusão escolar de aluno(a)s com DI, praticada nas escolas coparticipantes da pesquisa, ainda precisa de reajustes e superação de obstáculos e desafios para que se efetive tal como apregoada nos documentos oficiais. É necessária a implementação de ações que viabilizem o desenvolvimento da competência leitora do(a)s aluno(a)s e a interação desse(a)s estudantes durante as aulas, pois alguns(mas) aluno(a)s, apesar de estarem nos anos finais do ensino fundamental, ainda não desenvolveram a habilidade de leitura. Muitas barreiras que ainda impedem a participação efetiva do(a)s estudantes precisam ser eliminadas, tais como a falta do(a) profissional de apoio, de recursos materiais e de formação para o(a)s profissionais. As representações e avaliações construídas por docentes e familiares dos discentes, materializadas, principalmente, nas entrevistas estão, em sua maioria, relacionadas às crenças e valores desses atores sociais, que expressam, predominantemente, avaliações comportamentais, correspondentes à categoria Julgamento, do Subsistema Atitude, quando se referem ao(à)s aluno(a)s. Há poucas avaliações de Afeto, prevalecendo as de insegurança e de insatisfação. As marcas de apreciação identificadas colaboram com as representações construídas acerca da educação inclusiva, da escola, do ensino e do(a)s estudantes. Essas estratégias avaliativas são, em sua maioria, negativas, sendo materializadas por meio de processos, circunstâncias e atributos, principalmente. Por fim, acreditamos que é preciso focar especialmente nas potencialidades de cada um(a) desse(a)s aluno(a)s, para evitar a naturalização de preconceitos e estigmas, muito comum quando se foca nas dificuldades do(a)s estudantes, o que prejudica sobremaneira seu desenvolvimento. Esperamos que este estudo contribua para uma maior compreensão do processo de inclusão de aluno(a)s com DI nas escolas públicas mineiras. In this doctoral thesis, we investigate the social practice of inclusion of students with intellectual disabilities and the discursive evaluations and representations built in the school context of inclusive education, by teachers, students and their families. We analyzed this practice in two state schools in Minas Gerais, in the regular classrooms of regular education, in the final years of elementary school and in the resource rooms of the Specialised Educational Service, based on observations and semi-structured interviews. The participants in this research are 08 teachers, 10 students and 9 representatives of the parent / guardian segment. To undertake this study, we adopted the theoretical assumptions of Critical Discourse Analysis (ADC), especially Norman Fairclough's dialectical-relational approach (1989, 1999, 2003, 2012), with a focus on representational and identificational meanings. From the representational meaning, we use the interdiscursivity category; of the identificational meaning, the evaluation. For the analysis of the evaluations, we used Martin and White's (2005) Evaluation System. We also adopted the Inclusive Education guidelines as a theoretical framework, mainly the documents that govern it in the state of Minas Gerais, and the official guidelines about teaching reading / literacy contained in the National Curriculum Parameters (PCN), in the Minas Gerais Reference Curriculum (CRMG) and at the National Common Curricular Base (BNCC), thus making a theoretical, methodological, spatial and perception triangulation of the different participants, as directed by Denzim (1970). The data revealed that, despite all the efforts of the teachers, the school inclusion of students with ID, practiced in the schools participating in the research, still needs readjustments and overcoming obstacles and challenges for it to be carried out as proclaimed. in official documents. It is necessary to implement actions that enable the development of the reading competence of the student (s) and the interaction of these student (s) during classes, as some student (s), despite being in the years end of elementary school, have not yet developed the ability to read. Many barriers that still hinder the effective participation of students need to be eliminated, such as the lack of support professional, material resources and training for professionals. The representations and evaluations constructed by teachers and relatives of the students, materialized mainly in the interviews, are mostly related to the beliefs and values of these social actors, who express, predominantly, behavioral evaluations, corresponding to the category Judgment, of the Attitude Subsystem, when referring to the student(s). There are few assessments of Affection, with insecurity and dissatisfaction prevailing. The marks of appreciation identified collaborate with the representations constructed about inclusive education, the school, teaching and students. These evaluation strategies are mostly negative, being materialized through processes, circumstances and attributes, mainly. Finally, we believe that it is necessary to focus especially on the potential of each one of these students, to avoid the naturalization of prejudices and stigmas, very common when focusing on the difficulties of the students, which greatly impairs its development. We hope that this study will contribute to a greater understanding of the process of inclusion of students with ID in public schools in Minas Gerais. Tese (Doutorado)