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dc.contributor.advisorTeixeira, Marlene Christel Grams
dc.contributor.authorChamorro, Deise Marques
dc.date.accessioned2015-10-06T16:27:37Z
dc.date.accessioned2022-09-22T19:18:15Z
dc.date.available2015-10-06T16:27:37Z
dc.date.available2022-09-22T19:18:15Z
dc.date.issued2010
dc.identifier.urihttps://hdl.handle.net/20.500.12032/59299
dc.description.abstractThis study proposes enlarging the scope of Émile Benveniste’s enunciation theory enabling its usage in an applied field. For accomplishing this, the study seeks to show that the translinguistic analysis announced at the end of The Semiology of Language, where the theory enables the dialogue with the social arena, is found throughout texts which constitute Principles of General Linguistic I and Principles of General Linguistics II. Based on this proposal, the way the pedagogical action, developed by Tecnologia Social Projeto Pescar, is (re)produced by alumni is analyzed in this study. Data are constituted of 792 answers to an open question which is part of the research conducted to update registration data and to follow the student’s progress for about a year after he/she finishes the course. The analysis tries to integrate the intralinguistic and the translinguistic dimensions, being organized around the presupposition that it is the relation I-you that mobilizes the language to talk about him/her and which, by being used by I-you, is also the indicator of subjectivity. The results indicate that the teenagers represent their experience at Projeto Pescar as the means to inscribe them in social bonds.en
dc.description.sponsorshipCAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorpt_BR
dc.languagept_BRpt_BR
dc.publisherUniversidade do Vale do Rio dos Sinospt_BR
dc.rightsopenAccesspt_BR
dc.subjectEnunciaçãopt_BR
dc.subjectEnunciationen
dc.titleQuando ensinar é integrar: um estudo enunciativo sobre ação pedagógica dirigida a adolescentes em situação de vulnerabilidade socialpt_BR
dc.typeDissertaçãopt_BR


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