Dissertations / Theses on the topic 'Social semiotic perspective'

Doctor of Philosophy (PhD)
The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.

Thesis (Ph. D.)--University of Sydney, 2007.
Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliographical references. Also available in print form.

This thesis investigates the relationship between language and learning in school mathematics. It is argued that there is a- recent trend in perspectives on the study of language and mathematics away from early constructivist-oriented approaches towards a concern with the social, interactive nature of meaning and learning. Following this trend, this thesis works within a social semiotic perspective to argue that mathematical meanings are constructed in part through specific language practices and formations. Moreover, it is argued that learning mathematics requires transformational shifts between 'less mathematical' language and 'more mathematical' language. An empirical investigation was made of the spoken language of the teacher and learners in a Year Nine mathematics class over a ten week school term. Close analyses of transcripts provide a descriptive account of the language practices characteristic of school mathematics. Multiple transformational shifts between less mathematical language and more mathematical language are found to be a dominant feature. Transformational strategies of the teacher, and student responses, are identified. A model is proposed where mathematical meanings are constructed within the shift towards increasingly mathematical language.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Esta dissertação investiga três pinturas de Tarsila do Amaral, Carnaval em Madureira, Abaporú, e Operários a partir de uma análise no âmbito da semiótica social com o propósito de estudar como as artes visuais bem como outros tipos de comunicação visual transmitem significados relacionados com os aspectos sócio-culturais da sociedade em que são produzidos. O estudo enfatiza a importância da arte na história da humanidade e sua relação com paradigmas culturais desde a arte pré-histórica até a arte contemporânea. As obras de Tarsila do Amaral foram escolhidas como objeto de estudo desta dissertação com o objetivo de investigar a arte de uma pintora brasileira que se esforçou para conectar o Brasil ao Modernismo europeu no começo do século XX, mesmo tendo que enfrentar eventuais preconceitos que seu estilo de vanguarda pudesse causar. A análise visual teve como apoio a gramática visual de Kress and van Leeuwen (1996) a qual é baseada na gramática sistêmica funcional (SFL) de Halliday (1978,1994). Com esta base teórica, o estudo faz uma descrição do Contexto da cultura no qual Tarsila do Amaral estava inserida quando iniciou sua carreira de pintora e depois também descreve as estruturas (os significados Represetacionais, Interacionais e Composicionais) que operam nas três pinturas acima mencionadas. Esta análise contribuiu para a descoberta de importantes significados sócio-culturais inseridos nas pinturas de Tarsila do Amaral, tais como a presença do Modernismo e os problemas sociais relacionados com a industrialização no país. Outras áreas acadêmicas, além de lingüística, tais com História da Arte, História do Brasil e Artes Visuais foram usadas na pesquisa aqui desenvolvida num trabalho interdisciplinar. Os resultados sugerem: a) que as pinturas de Tarsila do Amaral (como qualquer tipo de comunicação visual) estão relacionadas com o contexto sócio-cultural da sociedade na qual foram produzidas e b) que o letramento visual pode, então, contribuir para que tenhamos uma melhor compreensão da sociedade contemporânea.

This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O objetivo deste estudo é investigar as narrativas orais de experiências pessoais produzidas em sala de aula, enfocando esta prática discursiva como um lócus para o processo de socioconstrução do conhecimento pedagógico. A arquitetura teórica da pesquisa baseia-se na teoria sociocultural (Wertsch, [1995]2006, 2002; Daniels, 2001; Wells e Claxton, 2002), desenvolvida a partir de trabalhos de Vygotsky ([1984]1998, 2001); na perspectiva sistêmico-funcional (Halliday e Hasan, 1989; Halliday e Matthiessen, 1999; Eggins, 2004), sendo a linguagem considerada como ferramenta semiótica mediadora no processo de socioconstrução do conhecimento pedagógico; e na visão socioconstrucionista da narrativa como prática social (Bruner, 1994, 2002; Moita Lopes, 2001b; Bastos, 2004, 2008). Seis aspectos são considerados para a caracterização do discurso narrativo: integração ao discurso pedagógico, espontaneidade, não-consciência, tempo narrativo, reportabilidade e avaliação, sendo esta enfocada sob dois paradigmas teóricos: abordagens sociolinguísticas (Labov e Waletzky, 1967; Labov, 1972; Linde, 1997); e teoria da valoração (Martin, 2001, 2006; Martin e White, 2005). Fragmentos de aulas de Pragmática em um curso de pós-graduação em uma universidade do Rio de Janeiro foram selecionados como instanciações da prática narrativa. Nove alunos de mestrado, oito de doutorado, incluindo a alunapesquisadora, e uma professora participaram da pesquisa como interlocutores narrativos. A análise desenvolvida baseia-se em uma abordagem sócio-histórica como orientadora da pesquisa qualitativa (Freitas, 2002; André, 2001) e os trechos narrativos são investigados quanto à sua conexão com o discurso do conteúdo pedagógico, quanto à estrutura narrativa laboviana, e quanto a elementos avaliativos, que se mostraram altamente relevantes para a negociação e socioconstrução de conhecimento. Os resultados da análise revelam também o caráter multifuncional das práticas narrativas no contexto pedagógico, bem como características peculiares das narrativas orais produzidas em sala de aula, as quais atuam como via de mão dupla no processo de construção social do conhecimento pedagógico, uma vez que, através dos relatos de histórias particulares, a experiência constrói o conhecimento formal (instrucional/pedagógico) e este, por sua vez, ajuda na possível compreensão da experiência vivida, unindo o individual ao coletivo.
The purpose of this study is to investigate narratives of personal experience produced in the classroom, focusing on this discursive practice as a locus for the process of social construction of pedagogic knowledge. The theoretical architecture built in this research is based on the social-cultural theory (Wertsch, [1995]2006, 2002; Daniels, 2001; Wells & Claxton, 2002) developed from Vygotsky’s principles ([1984]1998, 2001); the systemic-functional approach (Halliday & Hasan, 1989; Halliday & Matthiessen, 1999; Eggins, 2004), which considers language as a semiotic mediating tool in the (co)construction of pedagogic knowledge; and the social constructionist notion of narrative as social practice (Bruner, 1994, 2002; Moita Lopes, 2001b; Bastos, 2004, 2008). Six aspects are considered to classify narrative discourse: spontaneity, unconsciousness, integration with pedagogic discourse, narrative time, evaluation, and reportability. Evaluation is examined under two theoretical paradigms: sociolinguistics (Labov & Waletzky, 1967; Labov, 1972; Linde, 1997); and appraisal theory (Martin, 2001, 2006; Martin & White, 2005). Fragments of postgraduate Pragmatics lessons offered at a university in Rio de Janeiro were selected as instantiations of narrative practice. One professor, nine master’s and eight doctoral students, including the researcher herself, took part in this study as narrative interlocutors. The analysis follows a qualitative methodology based on a social-historical approach (Freitas, 2002; André, 2001). The selected extracts were analyzed concerning their connection to pedagogic discourse, Labov’s (1972) narrative structure, and evaluative aspects, which turned out to be highly relevant in the process of meaning negotiation. Results of the analysis also show the multifunctional nature of narrative practices in the pedagogic setting, as well as specific features of classroom narratives, which act as a two-way route in the process of social construction of pedagogic knowledge. Through the telling of experiences in personal stories, formal (educational/pedagogic) knowledge is constructed and, in return, it helps the narrator understand the lived experience, joining the individual to the collective.

Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy to the, College of Arts, School of Humanities and Languages, University of Western Sydney. Includes bibliographical references.

This thesis investigated communicational processes of text interaction between the so called novela das oito (lit. eight o’clock soap opera) or the prime-time Brazilian soap opera – also known as telenovela or simply novela – and different groups of viewers, for the purposes of informing communication theory, on the one hand, and critical literacy practices, on the other. The investigated groups of viewers continually consumed this highly popular genre of serialised fiction, whilst also participating in online communities about novelas from a pioneering social network service called Orkut. Selected social theories of language and communication were used to investigate the primary text genre (i.e. the prime-time Brazilian telenovela) and the context where it originates, in relation the secondary communicational genres (i.e. selected Orkut communities about telenovelas) and the respective context where they emerged out of these intertextual interactions. To conduct this investigation, specific notions of text and genre were established in terms of their affordances and limitations, as discussed in Kress and Van Leeuwen (2001) and in Kress (2003, 2010) with respect to textual modes of representation, and as developed in English (2011) with respect to genre itself. As such, novelas and online discussions about novelas were analysed here in terms of the specific ways in which genre afforded as well as it limited not only the design, the production and the distribution of both primary and secondary texts, but also their reception (i.e. consumption). For this, an adapted version of English’s analytical framework (ibid.) was developed and employed, with these multimodal texts and genres found to be oriented in specific terms with regard to their social aspects (contextually and discursively), on the one hand, and their material aspects (thematically and semiotically), on the other hand. As a result, a detailed understanding was provided, not only in terms of the specific ways in which these popular texts and genres oriented interactions, but also in terms of the specific ways in which these interactions oriented these texts and genres in turn. As these crucial points were carefully laid out, this research was able to suggest that the secondary texts and genres arising in the form of spontaneous interactions with widely popular television programmes, such as novelas, appeared to demonstrate, in practical terms, their potential to foster critical literacy practices – defined here as the progressive ability to interact with and make sense of different texts and contexts, discourses and genres, and their representational modes used through the means of different media. The research is therefore original at two levels. Firstly, by providing a detailed exploration of the prime-time Brazilian telenovela in relation to some dimensions of its reception – at the same time also seen as dimensions of (re)design and (re)production of secondary texts and genres from a multimodal social semiotic perspective – it offers a multidisciplinary approach through an attempt at combining Media and Communications with Applied Language Studies. It is in this sense that the extension and subsequent employment of a multimodal analytical framework inform and contribute to communication theory. Secondly, by considering the implications of this empirical study in terms of how we learn and improve our abilities to communicate more effectively for a multitude of purposes, this research promotes a wider notion of literacy in practical terms. This is also seen as representing an original contribution towards critical approaches to pedagogy in specific terms.

This thesis is based upon fieldwork that I carried out between 1978 and 1982 at the ‘Special Aboriginal School’, as it was then called, at Fitzroy Crossing, a small settlement in the central Kimberley region of Western Australia. The issues that I address are pertinent to many schools in the north of Australia today. Kriol is the first language of many, though not all, Aboriginal children in the Kimberleys. For ideological reasons Western Australian educators have generally excluded this language from the school curriculum and have disregarded it as an important resource for educational purposes. Aboriginal people themselves are divided in their opinions as to whether Kriol should have a place in Western Australian schools. Some are strongly opposed to the idea. In association with this ideology of language rejection, teachers commonly employ strategies of benevolent coercion to provide cues to Kriol speaking children as to how they can express meanings in the register of school English, in spoken discourse. These strategies, intended to assist children to communicate in the classroom, actually inhibit their capacity to enter into discourse in ways that are valued by teachers. Aboriginal children are consequently perceived as being unduly shy and inarticulate, particularly by teachers inexperienced in interacting with them. With respect to language, certain Aboriginal children in the Kimberleys are commonly perceived as being disadvantaged in two ways - by the fact that they speak a creole language as their mother tongue, and by the apparent ‘shyness’ that impedes their performance in dialogues in the register of school English. Critical linguistics and social semiotics provide the theoretical foundations of the case that I present in opposition to this view. To argue the case I present my interactions with Aboriginal children as an adult-in-authority, a ‘typical’ teacher, an icon for other teachers. I analyse the written texts which remain as traces of our discourse using M.A.K. Halliday’s notions of the interpersonal, textual and ideational semantic functions of language. The critical perspective reveals the ways in which I unintentionally inhibit children’s production of meaningful language through the dominating discourse strategies that I employ. In situations in which I allow the children to initiate talk with me and when they talk among themselves in my absence, aspects of their world of meaning are revealed in the semantic systems of their texts. Children’s discourse, uninhibited by benevolently coercive strategies, reveals a form of consciousness different from my form of consciousness. Awareness of this different consciousness as it is revealed in texts is essential if teachers are to understand the orientations to experience with which Kriol speaking Aboriginal children operate. I argue that Aboriginal pupils’ semiosic resources should be accommodated in schools in two ways. The first is to incorporate opportunities for pupils to speak and write with a distinctively Aboriginal voice, making use of Kriol or Kriol-style English in certain genres for cultural as well as economic reasons. At the same time pupils can be taught to recognise and implement the differences between Kriol-style English, which is based upon an oral tradition and the forms of English based upon a tradition of literacy. The second way is to recognise that Aboriginal ways of creating texts with both Kriol and English resources reveal more powerfully, than do generalised theories of child development, children’s customary orientations to knowing and to meaning.

The following essay was written in Stockholm, Sweden in the autumn of 2015 at Stockholm University. The purpose of this study is to explore the forms of multimodal communication that are used in the classroom as meaning making prompts. The study is from a multimodal and design theoretical perspective and uses the model Learning Design Sequence as a framework for collecting and analysing data. A qualitative method is being used for collecting data from video observation, from two eighth grade History classes. Video Observation and multimodal transcription produce rich data from a multimodal perspective, for seeing what modes of communication are being used. However, to observe what modes of communication functioned as meaning making prompts, other methods could be employed. The results show that speech, gesture and tone of voice are used in the foreground as modes of communication. Gaze, image, text, posture and movement can fluctuate between the background and foreground depending on their use. Social practices such as turning the lights off, or turning the overhead projector on can function as meaning making prompts, as can hand gestures such as pointing, clapping and enacting. Speech, gesture, tone of voice, movement, image and sound can all work as a meaning making prompts individually or combined together.
VAL projekt

A percepção gestual de três licenciandos em situações de uso de representações estruturais químicas (REQ) foi caracterizada em uma disciplina do curso de licenciatura de Metodologia de Ensino de uma universidade pública. Esta percepção foi construída a partir da análise em entrevistas de Lembrança Estimulada por Vídeo (LEV), de uma enquete e da análise de situações de sala de aula de episódios de ensino. A LEV é uma técnica de origem cognitiva que foi adaptada para o estudo em uma abordagem sociocultural. A comparação de dados nesta pesquisa empregou a multimodalidade como modelo teórico e metodológico para caracterizar as interações multimodais em sala de aula. Na categorização de episódios de ensino, adaptamos algumas categorias de Silva (2008) como as operações epistêmicas, a proxêmica e os suportes. Na análise gestual, utilizamos a categorização de Kendon (2004). A percepção gestual foi construída com categorias inspiradas no funcionalismo de Lemke (2009). Contrastamos a análise de aula com a entrevista e a enquete para validar as respostas da entrevista. Os resultados da comparação entre a percepção dos licenciandos contribuíram para diferenciar como cada sujeito identifica sua performance gestual.
The gestural perception of three pre-service teachers has been characterized when using of chemical structural representations (CSR) from public university in a course of Chemistry Teaching. This perception has been constructed with analysis of Stimulated Recall Interviews (SRI), polls and classroom analysis of teaching episodes. SRI is a technique based on cognitive approach which has adapted to sociocultural perspective. We compared data using multimodality as a theoretical methodological model to characterize multimodal interactions at classroom. In categorization of teaching episodes, we adapted some categories from Silva (2008) like epistemic operations, proxemic and media. In gestural analysis, we used Kendon (2004) categories. The gestural perception has been constructed motivate by functionalist of Lemke (2009). We contrast classroom analysis with interviews and polls to increase the reliability of answers in interviews. Results of comparative between pre-service teacher perceptions is some differences how each subject index their gestural performance.

In this licentiate thesis, I present detailed case studies of students as they make use of simulated digital learning environments to engage with physics phenomena. In doing so, I reveal the moment-to-moment minutiae of physics students’ open-ended inquiry in the presence of two digital tools, namely the sandbox software Algodoo and the PhET simulation My Solar System (both running on an interactive whiteboard). As this is a topic which has yet to receive significant attention in the physics education research community, I employ an interpretivist, case-oriented methodology to illustrate, build, and refine several theoretical perspectives. Notably, I combine the notion of semi-formalisms with the notion of Newtonian modeling, I illustrate how Algodoo can be seen to function as a Papertian microworld, I meaningfully combine the theoretical perspectives of social semiotics and embodied cognition into a single analytic lens, and I reveal the need for a more nuanced taxonomy of students’ embodiment during physics learning activities. Each of the case studies presented in this thesis makes use of conversation analysis in a fine-grained examination of video-recorded, small-group student interactions. Of particular importance to this process is my attention to students’ non-verbal communication via gestures, gaze, body position, haptic-touch, and interactions with the environment. In this way, I bring into focus the multimodally-rich, often informal interactions of students as they deal with physics content. I make visible the ways in which the students (1) make the conceptual connection between the physical world and the formal/mathematical domain of disciplinary physics, (2) make informal and creative use of mathematical representations, and (3) incorporate their bodies to mechanistically reason about physical phenomena. Across each of the cases presented in this thesis, I show how, while using open-ended software on an interactive whiteboard, students can communicate and reason about physics phenomena in unexpectedly fruitful ways.

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Fundo Mackenzie de Pesquisa
This case study, oriented by Merriam (1998) view, was elaborated aiming to understand how signs are manifested as mediators in the tacit knowledge sharing process, among members of a cooperative organization, based on the theoretical articulation of: (a) the principles postulated by Polanyi (1962; 1966) about the tacit knowledge, whose view defends the ineffability of this kind of knowledge, (b) Peirce´s ([1931-1958] 2000) semiotic theory, for whom signs are a representation of something for someone (p.46), implying that everything in the world is a sign, and (c) the entente about the Sociology of Knowledge, of Berger and Luckmann (1996), proposing a reality created upon our daily life, through our social interaction, which evokes (d) the integrating symbolic interactionist view offered by Charon (2009). The case was a cooperative private organization, which primary data were collected by interviews, participative observations, production of still and in movement images, and secondary data, documents provided by the organization, i.e., organization chart, members´ demographic data, information existing in the organization site and promotional brochure. The data diversity demanded a methodological articulation of analysis, inspired on Grounded Theory, proposed by Charmaz (2006), Semiotic Analysis, proposed by Santaella (2002), Still Images Analysis, proposed by Penn (2008), In Movement Analysis, proposed by Rose (2008), and Audio Analysis, proposed by Bauer (2008), regarding to the qualitative data, and the statistical technique of Simple Descriptive Analysis, based on Barbetta (2002), regarding to the quantitative data. The whole effort for organizing and analyzing the data involved the utilization of the software NVivo8. Additional theoretical approaches were incorporated during the process of analysis and interpretation, in order to give a context to the signing content identified in the organization-case, analyzed through a semiotic point of view as an institution, showing a predominance signing representation of the existing tacit knowledge, pertaining to the social historical contexts, in which its members lived during the major part of their lives, which contents are summarized to locate the reader in the analysis. There are three significative contributions in the present study. The first refers to the theoretical articulation, which proposes a process of semiotic perception to the tacit knowledge sharing. Such approach could be corroborated in the field research, which allowed, as the second contribution, the proposal of a theoretical model, which allows to evaluate the organizational evolution based on the tacit knowledge sharing, as well as questioning models that do not consider related historical-social aspects. The third contribution is based on the methodological articulation applied, and refers to this study assumption about the characteristics and signs under which the tacit knowledge can be shared, including the verbal signs. Based on this, the present work perspective proposes that the tacit knowledge sharing occurs through a symbolic, interactionist and institutional way, which makes that the innovative mode depends both on internal and external conditions, involving, however, aspects out of the organizational control.
Este estudo de caso, orientado pela vertente de Merriam (1998) foi realizado com o intuito de compreender como os signos se manifestam como mediadores no compartilhamento do conhecimento tácito entre os membros de uma organização cooperativa, a partir da articulação teórica entre: (a) os princípios postulados por Polanyi (1962; 1966) sobre o conhecimento tácito, cuja visão defende a inefabilidade desse tipo de conhecimento, (b) a teoria semiótica de Peirce ([1931-1958], 2000), para quem os signos são uma representação de "algo para alguém" (p.46), implicando que tudo no mundo é signo, e (c) o tratado sobre a Sociologia do Conhecimento, de Berger e Luckmann (1996), propondo uma realidade produzida em nossa vida cotidiana, em nossa interação social, o que se articula com (d) a visão integracionista do interacionismo simbólico de Charon (2009). Como empresa-caso foi estudada uma organização privada cooperativa, cujos dados primários foram coletados por meio de entrevistas, observações participativas, produção de imagens paradas e imagens em movimento, e dados secundários, documentos fornecidos pela organização pesquisada, ou seja o organograma funcional, dados demográficos de seus membros, informações contidas em seu site, e em prospectos institucionais. A diversidade de dados demandou uma articulação de métodos e técnicas de análise, inspirados nos protocolos metodológicos da Grounded Theory, proposta por Charmaz (2006), na Análise Semiótica, proposta por Santaella (2002), nas propostas de Análises de Imagens Paradas, de Penn (2008) e de Imagens em Movimento, de Rose (2008), e Análise de Áudio, de Bauer (2008), para os dados qualitativos, e a aplicação da técnica estatística de Análise Descritiva Simples, com base em Barbetta (2002) para os dados quantitativos. O esforço de organização e análise dos dados envolveu a utilizado o software NVivo8. Aportes teóricos adicionais foram incorporados durante o processo de análise e interpretação de dados, visando à contextualização do conteúdo sígnico identificado na organização pesquisada, analisada pelo olhar semiótico como uma instituição, que apresentou uma predominância sígnica representativa do conhecimento tácito existente, pertinente aos contextos históricos sociais, em que seus membros viveram durante a maior parte de suas vidas, cujos conteúdos são apresentados de forma resumida, visando localizar o leitor na análise. Este estudo apresenta três contribuições significativas. A primeira diz respeito à sua articulação teórica, que propõe um processo de percepção semiótico do compartilhamento do conhecimento tácito. Tal proposta pode ser corroborada por meio das análises do estudo de campo, dando origem, como segunda contribuição, a um modelo teórico, que permite avaliar a evolução organizacional baseada no compartilhamento do conhecimento tácito, e questionar modelos que não considerem questões histórico-sociais relacionadas. A terceira contribuição foi possibilitada pela articulação metodológica utilizada, e relaciona-se com o posicionamento assumido neste estudo sobre as características e signos em que o conhecimento tácito pode ser compartilhado, incluindo os signos verbais. Com isto, a perspectiva deste trabalho propõe que o compartilhamento do conhecimento tácito ocorre de forma simbólica, interacionista e institucional, fazendo com que seu teor inovativo dependa de condições internas e externas à empresa, envolvendo, porém, questões fora do controle organizacional.

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Universidade de Taubaté
Considering all educational practice also consists of a communicative practice , this proposal is resulted from an investigation by the architecture of virtual learning environments (VLE ) about three IES that offer superior Degree in Visual Arts , in a distance mode .. About the materials and methods, the investigation was done through exploratory research and utilization of educational materials available in AVA. The theoretical framework consists of publications related about studies of the Semiotics of Culture, the General Theory of Systems and Information Technology and Communication ( ICT ) , with emphasis on Instructional Design . Highlight for Lotman (1999 ) Beatalanffy (1977 ) . The research was also significant with the theoretical support of the Semiotics of Culture with Machado and Pinheiro , the General System Theory , with Vieira and Bunge , and with Vygotsky . The result did not favor interactive practice the act of teaching teach art , due to technical and pedagogical shifts . In this context , through instructional design , are desired continuous architectural proposals for balanced service user organizations representing the plural context and Brazilian mongrel
Considerando que toda prática educativa consiste também em uma prática comunicativa, a presente proposta é resultada de uma investigação na arquitetura dos Ambientes Virtuais de Aprendizagem (AVA) de três Instituições de Ensino Superior (IES) que oferecem curso superior de Licenciatura em Artes Visuais, na modalidade a distância. Quanto aos materiais e métodos, a investigação se deu por meio de pesquisa exploratória e utilização de materiais educativos disponíveis nos AVA. O referencial teórico consiste em publicações referentes aos estudos da Semiótica da Cultura, da Teoria Geral dos Sistemas e das Tecnologias da Informação e Comunicação (TIC), com ênfase para o Design Instrucional. Destaque para Lotman (1999) Beatalanffy (1977). A pesquisa contou, também com o apoio teórico significativo da Semiótica da Cultura, com Machado e Pinheiro; da Teoria Geral do Sistema, com Vieira e Bunge, e com Vygotsky. O resultado não favoreceu as práticas interativas do ato de ensinar a ensinar arte, devido aos desvios técnico-pedagógicos. Nesse contexto, por meio do design instrucional, são desejadas propostas contínuas de arquitetura, para atendimento equilibrado de usuários que representam o contexto plural e mestiço brasileiro

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
This thesis proposes to study the strategies of construction of the Russian (Soviet) filmmaker Andriêi Arsiénievitch Tarkóvski, establishing as the scope of the analysis the seven full-length features he made between 1962 and 1986. The central hypothesis is that the Tarkovskian cinematic works were made through the articulation of procedures inherent to the world view model organized through an reverse perspective, an articulation which opened possibilities for aesthetic experimentations associated to the predominant model, organized by the linear perspective. The underlying hypothesis is that the construction strategies in Tarkóvsky s cinema present themselves as a form o resistance to the Soviet cannons of arts and communication. The primary objective is to understand how these world view models connect with the visible world to produce visual messages and in which way such models problematize the concept of realism in the Arts and one of its derivatives, the Socialist Realism. The secondary objective is to discuss the procedures that intersect in time and space in distinct constructions: the Russian Avant-Gardes, medieval painting and Andriêi Tarkóvski s cinema. The final objective is to demonstrate how associative models dynamized the construction of this cinema through the use of the reverse perspective as a procedure, counterposing itself to the cannons established by the Socialist Realism. The theoretical basis of this research lies on the studies of the dialogical processes realized by the Russian theorist Mikhail Bakhtin, especially regarding his concepts of Small and Great Time, Chronotopy and Active Comprehension, in dialog with the manifests and writings of the Russian Avant- Gardes, taking mainly into perspective the conceptual field worked by the Russian thinker Pável Floriênski concerning the Reverse Perspective, and with the thoughts of Gilles Deleuze about the Ritornello. Methodologically, sequences of the seven fulllength features are selected in light of the concepts in which this work is based on. From these sequences the paradigms that trigger the association between the world view models have been highlighted: the potential lines that connect spaces; the formation of multiple centers and the densening of the centres or chronotopical extracts. Finally, this study stands out as it contributes to the problematization of guiding models of the totalitarian aesthetics that direct artistic and communicational creation and others, that direct strategies that aim at resisting artistic and communicational totalitarianism nowadays
Essa tese propõe estudar estratégias de construção no cinema do cineasta russo (soviético) Andriêi Arsiénievitch Tarkóvski, estabelecendo o campo de análise nos sete longas-metragens realizados por ele entre 1962 e 1986. A hipótese central é que a obra cinematográfica tarkóvskiana se fez, a partir da articulação de procedimentos inerentes ao modelo de visão de mundo organizado pela perspectiva inversa, articulação essa que abriu possibilidades para experimentações estéticas associativas ao modelo predominante, organizado pela perspectiva linear. A hipótese subjacente é que as estratégias de construção do cinema de Tarkóvski configuram-se como resistência aos cânones da arte e da comunicação soviéticas. Objetiva-se compreender, primeiramente, como esses modelos de visão de mundo se conectam com o mundo visível para produzirem mensagens visuais e de que forma tais modelos problematizam o conceito de realismo nas artes e seus derivados, o Realismo Socialista. Em seguida, pretende-se identificar e discutir os procedimentos que se intersectam no tempo e no espaço nas seguintes construções distintas: Vanguardas Russas, pintura de ícones medieval e cinema de Andriêi Tarkóvski. Finalmente, demonstrar como modelos associativos dinamizaram a construção desse cinema através do uso da perspectiva inversa como procedimento, contrapondo-se aos cânones estabelecidos pelo Realismo Socialista. Elege-se como campo teórico, o conjunto de estudos dos processos dialógicos na arte realizados pelo teórico russo Mikhail Bakhtin, principalmente os conceitos de Pequeno e Grande Tempo, Cronotopia e Compreensão Ativa, em diálogo com os manifestos e escritos das Vanguardas Russas, privilegiando-se o campo conceitual trabalhado pelo pensador russo Pável Floriênski acerca da Perspectiva Inversa e ainda com o pensamento de Gilles Deleuze sobre o Ritornelo. Metodologicamente são selecionadas seqüências dos sete longas-metragens à luz dos conceitos que embasam esse trabalho. Dessas seqüências destacam-se os paradigmas que desencadeiam a associação entre os modelos de visão de mundo: as linhas potenciais conectivas de espaços; formação de centros múltiplos e o adensamento dos centros ou extratos cronotópicos. Por fim esse estudo distingue-se por contribuir para a problematização de modelos norteadores da criação artística e comunicacional da estética totalitária e outros, que norteiam estratégias que buscam resistir ao totalitarismo artístico e comunicacional na contemporaneidade

Thesis (Ph. D.)--York University, 2000. Graduate Programme in Ethnomusicology.
Typescript. Includes bibliographical references (leaves 725-737). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ59132.

This study documents the design and use of vocational English materials informed by Systemic Functional Linguistics (SFL) as social semiotic theory. Extensive studies in language materials development have been undertaken particularly in English for Specific Purposes (ESP) programs in the higher education context (see Harwood, 2014) but only a few in the secondary vocational education sector (see Hua & Beverton, 2013). The study extends the scholarship of ESP materials development in the context of schooling, integrating context analysis, materials creation, and materials enactment (see Singapore Wala, 2013). Grounded in a participatory action research design, this study, conducted over a 13-month period, provides a detailed account of the design and use of the materials in one Indonesian vocational school. School administrators, English teachers, vocational teachers, and 142 students volunteered to participate in the study. Data for the study included field notes, non-participant and participant observations, curriculum documentation, focus group and individual interviews, reflective journals/diaries, and photovoice. The data were qualitatively analyzed using critical thematic and SFL based analyses. The context analysis revealed that while the current language policy provided teachers with full autonomy to design their own materials, the teachers consistently based their instruction on published textbooks, which contained decontextualized exercises geared towards school and national examinations. This situation did not provide students with opportunities to engage with vocational texts. With the support of the school, the teachers and the researcher in consultation with the students created and used text-based materials based on students‘ vocational specializations. The analysis of the actual use of the materials by the teachers and the students revealed that they had opportunities to explore different vocational texts, to analyze how language works in these texts, and to use the language as a tool for communication, knowledge building, and social participation. From a teacher perspective, the teachers viewed the materials development process as professional learning and a way to understand SFL theory and apply it to pedagogical practices, such as content based instruction and text based instruction. This study offers evidence of how social semiotic theory can contribute to ESP materials development and instruction.
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2015

Submitted in fulfillment of the requirements of the degree of Master of Technology: Language Practice, Durban University of Technology, Durban, South Africa, 2016.
The diversified ways of language use in different geographic areas of the world present valid reasons for the study of various usages of language. Invectives are a major aspect of language that have been greatly neglected in intellectual discourse. Motivated by the paucity of academic literature on invective-related studies and other stereotypes in human communication, the thrust of this work is to discuss the socio-cultural factors embedded in the two cultures in their approach of invectives. The study examines a comparative taxonomy of invectives in isiZulu and Yoruba languages from a socio-semiotic perspective. Drawing examples from the two languages, the study explores instances of semiotic analysis that are created by the assumption that signs, utterances and messages are situated within the context of social relations and processes. The study indicates that invectives are context and culture-dependent and may be perceived differently in line with the field of discourse, tenor of discourse and mode of discourse. The research tools included observation, interviews, and archival materials. Our research also identified and classified pre-assigned invectives, ritualized insult chants, innovative songs and visual insults. Adeosun’s (2012) proposed model of analyzing written poetry in Yoruba was used in analyzing the insults. The following typologies of insults (among others) were observed in the two languages: ethnophaulism, dehumanization, sexotypes and body parts. The study reveals striking similarities and differences in the invective-related discourses of isiZulu and Yoruba.
M

The thesis extends the use of systemic functional linguistics (SFL) to describe and analyse the semiotic systems beyond language by providing a detailed and systematic approach to the description of multimodal hypertext systems. The thesis uses a social semiotic approach to the text in order to develop an analytical framework for the description of hypertext through the two dimensions of rank and metafunction. This approach is employed to describe, assess and evaluate the pathways that student user groups construct using hypertext resources during a task-based information search session. The resources realised at the ranks of element, screen and pathway are described across four metafunctions: Representational, Interactive, Compositional and Logical. The data which forms the basis of the thesis was collected from a Year 4-5-6 classroom in a primary school in Sydney, Australia. The substantive contributions of this thesis detail the resources of the hypertext analytical framework.
Doctor of Philosophy (PhD)

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.