Дисертації з теми "Social semiotic perspective"
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Feez, Susan Mary. "Montessori's mediation of meaning: a social semiotic perspective." University of Sydney, 2007. http://hdl.handle.net/2123/1859.
Повний текст джерелаThe 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.
Feez, Susan. "Montessori's mediation of meaning a social semiotic perspective /." Connect to full text, 2007. http://hdl.handle.net/2123/1859.
Повний текст джерелаTitle 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.
Fredlund, Tobias. "Exploring physics education using a social semiotic perspective : the critical role of semiotic resources." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-195293.
Повний текст джерелаChapman, Anne Patricia. "Language practices in school mathematics: A social semiotic perspective." Thesis, Chapman, Anne Patricia (1992) Language practices in school mathematics: A social semiotic perspective. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/51526/.
Повний текст джерелаGrunschy, Maria Isabel Tubino. "Analyzing Tarsila do Amaral's paintings from a social semiotic perspective." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/90593.
Повний текст джерелаMade available in DSpace on 2012-10-23T12:43:44Z (GMT). No. of bitstreams: 1 242895.pdf: 1579818 bytes, checksum: dd772ba7690c7f8d7090cee6ff2b1d6b (MD5)
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.
Echard, William B. "Neil Young, embodiment, and stylistic diversity, a social semiotic and musicological perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59132.pdf.
Повний текст джерелаEchard, William B. "Neil Young, embodiment, and stylistic diversity a social semiotic and musicological perspective /." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp02/NQ59132.pdf.
Повний текст джерелаFredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.
Повний текст джерелаNOBREGA, ADRIANA NOGUEIRA ACCIOLY. "NARRATIVE AND EVALUATION IN THE CONSTRUCTION OF PEDAGOGIC KNOWLEDGE: A SOCIAL-CULTURAL AND SOCIAL-SEMIOTIC PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13947@1.
Повний текст джерелаO 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.
Zammit, Katina. "The construction of student pathways during information-seeking sessions using hypermedia programs a social semiotic perspective /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/19961.
Повний текст джерелаA 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.
Paszkiewicz, George. "The land of the telenovela in the age of social media : a study of the Brazilian prime-time soap opera and its online mediations from a social semiotic perspective for the purposes of informing communication theory and critical literacy practices." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/927/.
Повний текст джерелаGollagher, Shirley. "Kriol as social semiotic: New perspectives on language exclusion and benevolent coercion in schools in the north of Australia." Thesis, Gollagher, Shirley (1994) Kriol as social semiotic: New perspectives on language exclusion and benevolent coercion in schools in the north of Australia. PhD thesis, Murdoch University, 1994. https://researchrepository.murdoch.edu.au/id/eprint/50575/.
Повний текст джерелаParry, Michael. "Multimodal Communication in an Eighth Grade History Classroom : A study from a design theoretical and multimodal perspective." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126795.
Повний текст джерелаVAL projekt
Aizawa, Alexandre. "A percepção gestual de licenciandos e a representação estrutural química na perspectiva da multimodalidade." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-29032017-164103/.
Повний текст джерелаThe 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.
Euler, Elias. "Perspectives on the role of digital tools in students' open-ended physics inquiry." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382750.
Повний текст джерелаMiguel, Lilian Aparecida Pasquini. "A semiótica do compartilhamento do conhecimento tácito em uma organização cooperativa: uma perspectiva integradora." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/769.
Повний текст джерелаFundo 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.
Moraes, Vânia de. "A comunicação dos processos artísticos nos ambientes virtuais: análises e perspectivas." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/4597.
Повний текст джерелаUniversidade 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
Jallageas, Neide. "Estratégias de construção no cinema de Andriêi Tarkóvski: a perspectiva inversa como procedimento." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/4880.
Повний текст джерелаConselho 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
Echard, William. "Neil Young, embodiment, and stylistic diversity a social semiotic and musicological perspective /." 2000. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ59132.
Повний текст джерелаTypescript. 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.
Widodo, Handoyo Puji. "The development of vocational English materials from a social semiotic perspective: participatory action research." Thesis, 2015. http://hdl.handle.net/2440/97910.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Humanities, 2015
Oparinde, 'Kunle Musbaudeen. "A comparative socio-semiotic perspective of invectives in isiZulu and Yoruba languages." Thesis, 2016. http://hdl.handle.net/10321/1547.
Повний текст джерелаThe 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.
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Zammit, Katina, University of Western Sydney, College of Arts, and School of Humanities and Languages. "The construction of student pathways during information-seeking sessions using hypermedia programs : a social semiotic perspective." 2007. http://handle.uws.edu.au:8081/1959.7/19961.
Повний текст джерелаDoctor of Philosophy (PhD)
Chou, Shuo-Shiung, and 周碩雄. "Social Network Analysis of Product Mix - Perspectives of Semiotic Interpretation." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/60727858466588552013.
Повний текст джерелаStasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
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