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Artykuły w czasopismach na temat "Dialogism"
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Marcuzzo, Patrícia. "Diálogo inconcluso: os conceitos de dialogismo e polifonia na obra de Mikhail Bakhtin." Cadernos do IL 1, no. 36 (March 6, 2008): 2–10. http://dx.doi.org/10.22456/2236-6385.18908.
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Dialogismo e polifonia são dois conceitos importantes na obra de Bakhtin acerca dos quais a crítica atual tem debatido com frequência (ver, por exemplo, os trabalhos de BRAIT, 1996, FARACO, 1996, BARROS, 2003 e BEZERRA, 2008). No entanto, muitas vezes, eles são utilizados como sinônimos em alguns trabalhos (BARROS, 2003, p. 5; EMERSON, 2003, p. 164). Portanto, o objetivo do presente artigo é discutir os conceitos de dialogismo e polifonia a partir de uma revisão da literatura, buscando definir e distinguir tais conceitos. PALAVRAS-CHAVE: Dialogismo – Polifonia – BakhtinABSTRACT: Dialogism and polyphony are two important concepts in Bakhtin’s work which have been often discussed by the critics (see, for example, BRAIT, 1996, FARACO, 1996, BARROS, 2003 and BEZERRA, 2008). However, they are frequently adopted as synonyms in some works (BARROS, 2003, p. 5; EMERSON, 2003, p. 164). Thus, the objective of the present paper is to discuss the concepts of dialogism and polyphony based on a review of literature, aiming at defining and distinguishing these concepts.KEY-WORDS: Dialogism – Polyphony – Bakhtin
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Parodi, Claudia, and Marta Luján. "El español de América a la luz de sus contactos con el mundo indígena y el europeo." Lexis 38, no. 2 (January 20, 2014): 377–99. http://dx.doi.org/10.18800/lexis.201402.005.
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ResumenEn este trabajo, proponemos un modelo de análisis del español americano centrado en su contacto con otros idiomas y culturas que coexistieron en el llamado “Nuevo Mundo”. Para la elaboración de este modelo nos centramos en elementos sociolingüísticos y semióticos, en especial el dialogismo de Mikhail Bakhtin y sus conceptos de utterance, cronotopo y alteridad.Palabras clave: contacto lingüístico, dialogismo, indianización, teoría de la alteridad AbstractIn this article we propose a model to analyze the spanish language and culture in the Americas that focuses on language and cultural contact as they coexisted in the New World since earlier times. We design this model taking into consideration sociolinguistic elements and the semiotic theory of Mikhail Bakhtin’s dialogism and its key concepts of utterance, chronotope and alterity.Keywords: linguistic contact, dialogism, indianization, alterity
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Viviescas, Víctor. "La escena imposible: dialogismo, diálogo y diálogo teatral en la narrativa de Tomás Carrasquilla." Estudios de Literatura Colombiana, no. 23 (August 16, 2013): 125–47. http://dx.doi.org/10.17533/udea.elc.16264.
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Resumen: Bajtín postula la categoría de dialogismo como propia de la novela, en tanto la niega en el teatro. La escritura narrativa de Carrasquilla configura un ejercicio potente de dialogismo, pero la narrativa dialógica de la novela se ve asediada constantemente por los fantasmas del diálogo y la escena teatrales. Este artículo busca poner en relieve esta condición híbrida de la narrativa de Carrasquilla y de postular la hipótesis de que la escena teatral es incorporada por Carrasquilla a la textura de la escritura de la novela, en un proceso de dramatización del texto de la novela que está en contravía del proceso de novelización de todos los géneros que establece Bajtín. Esta escena teatral es, no obstante, imposible en el terreno del drama, puesto que reclama y se acoge a un tejido épico. Descriptores: Novela; Drama; Teatro; Colombia; Carrasquilla; Tomás; Dialogismo; Dramatización de la novela; Epización del drama; Literatura contemporánea. Abstract: Bakhtin affirms that the category of dialogism belongs to the novel and at the same time denies its relation to drama. Carrasquilla's narrative writing is a powerfuk exercise of dialogism, but the dialogical narrativity of the novel is constantly harassed by the ghosts of dialogue and theatrical scenes. This article aims to show the hybrid condition of Carrasquilla's narrative. Furthermore, it proposes the hypothesis that the theatrical scene is incorporated by the author into the texture of novel writing, in a process of dramatization of the text novel which goes against the process of novelization of all genres established by Bakhtin. Key words: Novel; Drama; Dialogism and dramatization.
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Tarasova, M. V., M. K. Ogorodov, and M. L. Petrova. "TYPES OF DIALOGISM IN FRENCH NEWSPAPER DISCOURSE." Philology at MGIMO 20, no. 4 (December 20, 2019): 56–62. http://dx.doi.org/10.24833/2410-2423-2019-4-20-56-62.
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The article examines types of dialogism in French newspaper discourse and determines factors that cause dialogism in discourse and lingua-pragmatic forms of realization of its types. These factors are communicative situation and intertextuality. A communicative situation underlies two types of dialogism: the interactional dialogism, which is a speech interaction between a text author and its reader, and the interlocutive dialogism, which is the interaction of speech actors within the interview genre. Intertextuality in the form of quotations in media texts and/or text headlines creates transtextual dialogism, represented by its two forms: intertextual dialogism (speech interaction between a text author and a quotation author) and paratextual dialogism (authorization of a quotation included into the text headline by a text author). The first two types of dialogism and intertextual dialogism are characteristic of various discourse types, whereas paratextual dialogism is a distinctive feature of newspaper discourse. For discourse analysis there were selected texts of various genres from printed and electronic versions of French national and regional newspapers such as Le Monde, Le Figaro, Libération, Le Parisien and Nice-Matin.
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Branco, Nanci Moreira, and José Reinaldo F. Martins Filho. "EUCARISTIA E DIALOGISMO NA SACRAMENTUM CARITATIS." INTERAÇÕES - Cultura e Comunidade 10, no. 18 (December 31, 2015): 93. http://dx.doi.org/10.5752/p.1983-2478.2015v10n18p93.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p>Ao longo de nossa pesquisa temos realçado as diferentes maneiras de nos aproximarmos do discurso religioso, sobretudo em vista do que entendemos por seu caráter ideológico e repleto de dialogismos. Neste trabalho, partiremos do que é desenvolvido por Bakhtin e seu círculo ao tratarem o discurso como uma construção dinâmica e responsiva. Em suma, trata-se de analisar a relação entre Eucaristia e dialogismo, tomando como objeto a exortação apostólica Sacramentum Caritatis, do atual papa emérito Bento XVI. Entre outros, serão demonstrados elementos tais como, o aspecto alegórico da Eucaristia como rito, cujo significado vai muito além do nível meramente conceitual. Além disso, também serão realçadas algumas questões polêmicas e sua relação com o dialogismo ao longo do documento, entre elas: a Eucaristia e a questão da verdade no cristianismo, a Eucaristia e a indissolubilidade do matrimônio, a Eucaristia e a defesa da vida humana e o sentido do repouso e do trabalho. Em suma, pretendemos contribuir no fortalecimento das discussões e da compreensão em torno do tema proposto, bem como dos demais interesses que lhe são correlatos, num entrelaçamento de vozes as quais esta pesquisa também deseja suscitar.</p><p><span>P</span><span>ALAVRAS</span><span>-C</span><span>HAVE</span><span>: </span><span>Dialogismo. Eucaristia. Bakhtin. </span><span>Sacramentum Caritatis</span><span>. </span></p><p><span>A</span><span>BSTRACT </span></p><p><span>Over the course of our research we have highlighted the different ways to approach the religious discourse, especially in view of what we mean by ideological and full of character dialogismos. In this work we leave than is developed by Bakhtin and his circle to treat the speech as a dynamic and responsive construction. In short, it is to analyze the relationship between the Eucharist and dialogism taking as objectSacramentum Caritatis the Apostolic Exhortation, the current Pope Emeritus Benedict XVI. Among others, elements will be demonstrated such as the allegorical aspect of the Eucharist as a rite whose meaning goes beyond the merely conceptual level. Also, they will also be highlighted some controversial issues and their relationship to dialogism throughout the document, including: the Eucharist and the question of truth in Christianity, the Eucharist and the indissolubility of marriage, the Eucharist and the defense of human life and sense of home and work. In short, we aim to contribute to the strengthening of discussions and understanding around the proposed theme as well as other interests that are related in an interweaving of voices which this research would also like to raise. </span></p><div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>K</span><span>EYWORDS</span><span>: </span><span>Dialogism. Eucharist. Bakhtin</span><span>. Sacramentum Caritatis </span></p></div></div></div><p><span><br /></span></p></div></div></div>
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Kerkhoff, Shea N. "Dialogism." Literacy Research: Theory, Method, and Practice 64, no. 1 (November 2015): 443–60. http://dx.doi.org/10.1177/2381336915617609.
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Gushiken, Yuji. "Dialogismo: emergência do pensamento latino-americano em comunicação." Comunicação Mídia e Consumo 3, no. 8 (September 24, 2008): 73–91. http://dx.doi.org/10.18568/cmc.v3i8.81.
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Neste artigo estuda-se a emergência do pensamento latino-americano em comunicação, tendo como foco a proposta dialógica que, na história das teorias da comunicação, se caracteriza como crítica à mass communication research da sociologia americana. Situa a emergência desse pensamento comunicacional na América Latina em meio a condições
 de subdesenvolvimento econômico e social, analisando-o também como crítica aos difusionismos culturais e comunicacionais do processo de globalização. Historicamente, o dialogismo atualiza os processos de inovação teórica que reavaliaram a recepção como mediadora e produtora
 de sentidos nos estudos em comunicação.
 Palavras-chave: Comunicação; dialogismo; América Latina. 
 ABSTRACT
 In this article, latin-american thought emergence in communication is studied focusing on the dialogue proposal which, in the history of communication theories, is characterised as a critique of mass communication
 research in American sociology. Latin-american thought emergence in communication is situated within conditions of economic and socialunderdevelopment being analysed also as a critique of the idea of cultural and communication dispersion of the globalisation process. Historically, dialogism updates the processes of theory innovation which reassesses
 reception as a mediator and producer of meaning in the studies of communication.
 Keywords: Communication; dialogism; Latin America.
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King, Hubert. "The Power of Dialogism in Sallust’s Bellum Catilinae." Studies in Linguistics and Literature 4, no. 4 (October 17, 2020): p105. http://dx.doi.org/10.22158/sll.v4n4p105.
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The purpose of this paper is to highlight and analyze cases of dialogism between Sallust and Younger Cato in the Bellum Catilinae. Through close reading and linguistic analysis, prominent dialogue and its historical implications were examined. Afterwards, I used existing literature on dialogism and speeches in Ancient Historiography to speculate on Sallust’s motivation for incorporating dialogism into the Bellum Catilinae. I posit that Sallust uses dialogism as a tool to inspire introspection in the reader.
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Marcolino Leal, José Luciano, Wilder Kleber Fernandes De Santana, and Pedro Farias Francelino. "OLHARES EPISTÊMICOS E(M) RELAÇÕES DIALÓGICAS: O GÊNERO DISCURSIVO CAPA DE REVISTA." Revista DisSoL - Discurso, Sociedade e Linguagem, no. 9 (July 9, 2019): 36. http://dx.doi.org/10.35501/dissol.v0i9.548.
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Resumo: Este trabalho delimitou como categorias para o estudo o dialogismo e o discurso, constitutivas do pensamento de Bakhtin, Volóchinov e Medviédev. Para tanto, selecionou-se como corpus a uma dascapas da revista IstoÉ, Nº 2548, publicada em 24 de outubro de 2018, no intuito de averiguar a incidência das relações dialógico-discursivas para concretização dos enunciados verbo-visuais. Embasada na teoria dosgêneros discursivos proposta e desenvolvida por Bakhtin (2006 [1979], esta pesquisa procurou discursivizar os elementos presentes na capa da revista IstoÉ, a qual trouxe, como tema central, a candidatura do presidenciável petista Fernando Haddad.Palavras-chave: Dialogismo; Discurso; Gênero discursivo; Capa de revista; IstoÉ EPISTEMIC GLANCES IN DIALOGICAL RELATIONS: THE DISCURSIVE GENRE MAGAZINE COVERAbstract: This paper delimited delimited as categories for the study the dialogism and the discourse, constitutive of the thought of Bakhtin, Volóchinov and Medviédev. For this purpose, it was selected as a corpus for one of the covers of IstoÉ magazine, Nº 2548, published on October 24, 2018, in order to investigate the incidence of dialogical-discursive relations for the concretization of verb-visual statements. Based on the theory of discursive genres proposed and developed by Bakhtin (2006 [1979]), this research sought to discoursing the elements present in the cover of IstoÉ magazine, which brought, as central theme, the candidacy of the presidential candidate Fernando Haddad.Keywords: Dialogism; Speech; Discursive genre; Magazine cover; IstoÉ
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Cuvardic García, Dorde. "Los conflictos de la adolescencia en Cerbero son las sombras." Revista de Filología y Lingüística de la Universidad de Costa Rica 25, no. 1 (August 30, 2015): 89. http://dx.doi.org/10.15517/rfl.v25i1.20516.
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En este artículo se analiza la relación del narrador-protagonista de la novela Cerbero son las sombras, de Juan José Millás, con su mundo privado y público a partir de la perspectiva del héroe problemático de Lukács y Goldmann y del dialogismo de Bajtín. This article analizes the narrator-protagonist relationship in the novel Cerbero son las sombras, by Juan José Millás, with its private and public world, from the perspective of Lukacs' and Goldmann's problematic hero and of Bajtin's dialogism.
Rozprawy doktorskie na temat "Dialogism"
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Al-Abdullatif, Mohammed Abdullah. "Dialogism translatability and translation." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/20596.
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This thesis is about dialogism and translation. It is generally based on Bakhtin's 'Dialogic Principle' as presented by Todorov (1984). The thesis tries to explore the potentiality of this principle for explaining translatability and translation. It also makes use of other literature on Bakhtin. This thesis tries to explain translation by establishing a dialogue with other existing views. Arguments are presented to show that translation cannot be fully explained by existing reductionist approaches, formal or interpretive. A case for synthesizing these views within the 'Dialogic Principle' is proposed. It is also claimed that translation cannot satisfactorily be explained by linguistic means, and that translation is an inter-cultural communicative act. This thesis holds the view that Bakhtin's 'Dialogic Principle' bears within it a coherent general explanation of different issues related to translation studies such as history, context, process and product. In the last two chapters, two dialogical approaches to translatability and translation are proposed. Some examples from actual translated texts are also looked at and discussed. Finally some implications and suggestions for future research are proposed.
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Ferreira, Camila Chaves. "Vozes da terra: o diÃlogo como tÃtica para a construÃÃo de relaÃÃes em rede." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11001.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico<br>As constantes disputas pelo fazer-se ver, atreladas Ãs dinÃmicas econÃmicas, sociais e polÃticas por que passam as sociedades, tÃm apresentado aos movimentos sociais a necessidade de repensar prÃticas diante da tarefa de mobilizar. Em tempos de aÃÃes que se dÃo de modo articulado em rede, a comunicaÃÃo à em potencial uma chave para o entendimento de problemas relativos à visibilidade e representaÃÃo, bem como à capacidade ou nÃo de dialogar diante das diferenÃas. Assim, esta pesquisa à o produto de um processo de investigaÃÃo que se propÃs a compreender em que medida o diÃlogo figura como tÃtica para a construÃÃo de relaÃÃes entre os movimentos sociais articulados em rede, mais especificamente entre o MST e outros sujeitos integrantes da Rede JustiÃa nos Trilhos. LanÃada como campanha internacional, a rede à uma articulaÃÃo de movimentos sociais, associaÃÃes e cidadÃos que visa cobrar da Vale uma justa compensaÃÃo pelos danos causados ao meio ambiente e Ãs populaÃÃes que vivem nas Ãreas atravessadas pela Estrada de Ferro dos CarajÃs. Dentre os municÃpios dos estados do Parà e MaranhÃo atravessados pela ferrovia, està AÃailÃndia, tido pela articulaÃÃo como emblemÃtico devido à profunda degradaÃÃo e aos problemas enfrentados por suas comunidades. Fazendo-se uso da cartografia como mÃtodo de pesquisa-intervenÃÃo, esse municÃpio à o espaÃo de realizaÃÃo de duas experiÃncias de campo que culminarÃo nas reflexÃes sobre trÃs importantes categorias teÃricas de anÃlise: o espaÃo, o dialogismo e a rede.<br>The constants struggles to be seen, associated to economic, social and political dynamics, have shown to social movements the need to rethink practices face the task of mobilizing. In times of actions that occur in an articulated network, communication may be a key to the understanding of issues related to visibility and representation, and related to ability to dialogue or not on the differences. Therefore, this research is the product of an investigation that purports to understand how far dialogue appears as tactic to build relationships between social movements that are articulated in a network, more specifically between Movimento dos trabalhadores Rurais Sem Terra (MST) organization and and other members of Rede JustiÃa nos Trilhos articulation. Launched as international campaign, this network is a articulation of social movements, associations and citizens that aims to charge from Vale a fair compensation for the damages caused to the environment and to populations living in areas traversed by Estrada de Ferro dos CarajÃs. Among the municipalities in the states of Parà and MaranhÃo crossed by railroad is AÃailÃndia, is taken by the articulation as an emblematic due to deep degradation and the problems faced by their communities. Making use of cartography as a method of intervention research, in AÃailÃndia were conducted two field experiments that will culminate in reflections on three major theoretical categories of analysis: space, dialogism and network.
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Melo, José Radamés Benevides de. "Vozes sociais em construção : dialogismo, bivocalidade polêmica e autoria no diálogo entre Diário do hospício, O cemitério dos vivos, de Lima Barreto, outros enunciados e outras vozes sociais /." Araraquara, 2017. http://hdl.handle.net/11449/150922.
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Orientador(a): Luciane de Paula<br>Banca: Marina Célia Mendonça<br>Banca: Ekaterina Vólkova Américo<br>Banca: Grenissa Bonvino Stafuzza<br>Banca: Valdemir Miotello<br>Resumo: Diário do hospício e O cemitério dos vivos são textos escritos por Lima Barreto durante sua segunda internação no Hospício Nacional de Alienados, e a partir dela, no Rio de Janeiro, entre 25 de dezembro de 1919 e 2 de fevereiro de 1920. O primeiro é tido como anotações para a elaboração do segundo, um romance inacabado, cujo processo de produção foi interrompido pela morte do autor (1/11/1922). O objetivo geral desta pesquisa é analisar a constituição de vozes sociais sobre a loucura e a psiquiatria - por meio das relações dialógicas, do discurso bivocal (polêmicas aberta e velada) e do autor - no diálogo entre Diário do hospício, O cemitério dos vivos, de Lima Barreto, outros enunciados e outras vozes sociais. Os objetivos específicos são: 1) identificar as vozes sociais com as quais dialoga Lima Barreto no processo de constituição dos enunciados que integram o corpus de pesquisa e descrever como se estabelece o diálogo entre esses enunciados limabarretianos; 2) examinar a bivocalidade polêmica no diálogo entre Diário do hospício e O cemitério dos vivos, no que diz respeito: i) à polêmica aberta estabelecida entre esses enunciados e os discursos da ciência psiquiátrica de sua época; e ii) à polêmica velada entre a fala limabarretiana e outras falas literárias do início do século XX; 3) perscrutar, ao compreendermos o autor como posição de autor, autor-criador/atividade de autor, autor puro e posicionamento de autor, os movimentos desses diálogos no processo de constituição a... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: Diário do hospício and O cemitério dos vivos are texts written by Lima Barreto during his second admission in Hospício Nacional de Alienados,, and from there respectively, in Rio de Janeiro, between December 25, 1919 and February 2, 1920. The first is taken as annotations to development of the second, an unfinished novel, whose production was interrupted by the death of the author (1/11/1922). The overall objective of this research is to analyze the constitution of social voices about madness and psychiatry - through dialogical relations, polemical double-voiced discourse and the author-creator - in the dialogue between Diário do hospício and O cemitério dos vivos, works of Lima Barreto. The specific objectives are: 1) identify the social voices with which Lima Barreto dialogues in the process of formation of statements that make up the corpus of this research and describe how the dialogue between these limabarretianos statements is established; 2) examine the polemical double-voiced in the dialogue between Diário do hospício and O cemitério dos vivos, regarding to: i) the open polemic established between these statements and speeches of psychiatric science of his day; and ii) the veiled polemic between limabarretiana speech and other literary discourse of the early twentieth century, through his utterances; 3) search, to understand the author as an author's position, author-creator/ author's activity, pure author and author's positioning, the movements of these dialogues on... (Complete abstract click electronic access below)<br>Doutor
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Schunck, Tatiana [UNESP]. "Experiências de conversas nas ruas: aprendizados e questões no estar com o outro." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/128137.
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000849631.pdf: 2249670 bytes, checksum: 8c0a9b7ebcbc1a1eedd25dd4c94b3d6f (MD5)<br>Esta é uma pesquisa sobre a experiência do encontro com o outro em situação dialógica: a conversa; inserida numa dimensão relacional na esfera da vida e da arte, numa perspectiva da estética relacional - teoria do crítico Nicolas Bourriaud, em torno da palavra experiência a partir de uma conversa com os filósofos Jorge Larrosa e Giorgio Agamben, para propor uma radicalização da experiência da conversa como obra da efemeridade (a obraencontro) e como possibilidade de experiência com qualidade estética, no sentido de fazer e falar sobre aquilo que se vive com sentido e significado. Tendo como objeto algumas práticas de conversas e a produção de uma escrita literária como registro narrativo destas experiências, realizadas por um pequeno grupo de pessoas, entre estas, estudantes de teatro, graduandos em História, graduados em Turismo, atores; a partir de encontros nas ruas da cidade de São Paulo, nos anos de 2013 a 2015. Estas ações foram propostas a partir de dinâmicas de encontros entre pessoas que não se conheciam para verificar que narrativas estas conversas podiam gerar. Que experiências foram transformadas em palavras?<br>Esta és una investigación sobre la experiencia del encuentro con el outro en situación dialogica: la conversación; insertada en una dimensión relacional - teoría del crítico Nicolas Bourriaud, en torno a la palabra experiencia a partir de una conversación con los filósofos Jorge Larrosa y Giorgio Agamben, para proponer una radicalização de la experiência de la conversación como obra de la efemeridade (la obraencuentro) y como posibilidad de experiencia con calidad estética, en el sentido de hacer y hablar sobre aquello que se vive con sentido y significado. Teniendo como objeto algunas prácticas de conversiacónes y la producción de una escritura literaria como registro narrativo de estas experiências, realizadas por un pequeño grupo de personas, entre estas, estudiantes de teatro, graduandos en Historia, graduados en Turismo, actores; a partir de encuentros en las calles de la ciudad de São Paulo, los años de 2013 a 2015. Estas acciones fueron propuestas a partir de dinámicas de encuentros entre personas que no se conocían para verificar que narrativas estas conversaciones podían generar. Que experiencias fueron transformadas en palavras?
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Bessa, José Cezinaldo Rocha. "Dialogismo e construção da voz autoral na escrita do texto científico de jovens pesquisadores /." Araraquara, 2016. http://hdl.handle.net/11449/138181.
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Orientador: Renata Coelho Marchezan<br>Banca: Marina Célia Mendonça<br>Banca: Raquel Salek Fiad<br>Banca: Simone Ribeiro de Avila Veloso<br>Banca: Maria do Socorro Maia Fernandes Barbosa<br>Resumo: Na presente tese, objetivamos examinar diálogos que constituem o dizer do jovem pesquisador (no caso, o estudante de mestrado) na escrita de artigos científicos, procurando observar como esses diálogos participam da construção da voz autoral nessa escrita e como colaboram com a constituição do estudante de mestrado como sujeito/pesquisador. O trabalho assume como orientação teórico-metodológica central a teoria/análise dialógica do discurso, em diálogo com contribuições de Maingueneau e Authier-Revuz sobre discurso citado/reportado/representação do discurso outro, e com estudiosos da escrita científica em perspectiva retórica, enunciativa e discursiva, dentre os quais destacamos Swales (1990), Boch (2013), Boch e Grossmann (2002), Hyland (2001, 2005, 2011), Pollet e Piette (2002), Petrić (2007, 2012) e Rinck e Mansour (2013). Privilegiando o enfoque qualitativo e uma análise de natureza interpretativa, nosso trabalho contempla o exame de 10 artigos científicos de estudantes de mestrado da grande área de Letras e Linguística publicados em anais de um evento da ABRALIN. O corpus analisado aponta, dentre outros achados, que, na escrita do artigo científico, o jovem pesquisador constrói o seu dizer utilizando-se de diferentes estratégias de estabelecer diálogo com a palavra do outro, algumas das quais relevam um trabalho criativo complexo e produtivo de apropriação e assimilação dos dizeres dos autores citados, enquanto outras denunciam problemas relativos à manipulação inapropriada do dizer do outro e das fontes citadas. Nossas conclusões reforçam, sobretudo, a complexidade do citar na escrita científica e as dificuldades do sujeito jovem/pesquisador no processo de familiarização com convenções da esfera acadêmico-científica e com o discurso disciplinar<br>Abstract: In this thesis work we aim at examining dialogs that form what is the young researcher sayings (the young researcher here is a master student) when he writes his scientific articles. We search to see how those dialogs take part in authorial-voice-construction and how that writing helps in the constitution of a researcher subject of the master course student. The dialogical analysis/theory of discourse guide the work as central orientation of theoretical-methodology nature, in dialogs with Maingueneau and Authier-Revuz contributions about quoted discourse, reported discourse and discourse representation of others. We also take into account scholars from scientific writing in rhetoric, enunciation and discursive perspectives, among them we stick out Swales (1990), Boch (2013), Boch and Grossmann (2002), Hyland (2001, 2005, 2011), Pollet and Piette (2002), Petrić (2007, 2012) and finally Rinck and Mansour (2013). Our work examines ten scientific essays of master course students of Arts (Letters and Linguistics), these works were published at ABRALIN (A national meeting of Linguistics) and we gave focus a kind of qualitative and interpretative nature to the analysis. The analyzed corpora point out that in writing a scientific essay the young researcher constructs his "sayings" using different strategies to establish dialog with others' words, some of those strategies reveal a kind of creative complex work, and it is productive in appropriate and assimilate of saying from scholars quoted, while others strategies show problems related to inappropriate manipulation of others' saying and resources quoted. Our conclusions reinforce the complex activity in quote when writing, during scientific production. We also show the difficulties young researcher has in the process of familiarization with conventions in scientific academic environment and disciplinary discourse<br>Doutor
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Schunck, Tatiana 1979. "Experiências de conversas nas ruas : aprendizados e questões no estar com o outro /." São Paulo, 2015. http://hdl.handle.net/11449/128137.
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Orientador: Luiza Helena da Silva Christov<br>Banca: Antonio Januzelli<br>Banca: Juliana Jardim Barboza<br>Resumo: Esta é uma pesquisa sobre a experiência do encontro com o outro em situação dialógica: a conversa; inserida numa dimensão relacional na esfera da vida e da arte, numa perspectiva da estética relacional - teoria do crítico Nicolas Bourriaud, em torno da palavra experiência a partir de uma conversa com os filósofos Jorge Larrosa e Giorgio Agamben, para propor uma radicalização da experiência da conversa como obra da efemeridade (a obraencontro) e como possibilidade de experiência com qualidade estética, no sentido de fazer e falar sobre aquilo que se vive com sentido e significado. Tendo como objeto algumas práticas de conversas e a produção de uma escrita literária como registro narrativo destas experiências, realizadas por um pequeno grupo de pessoas, entre estas, estudantes de teatro, graduandos em História, graduados em Turismo, atores; a partir de encontros nas ruas da cidade de São Paulo, nos anos de 2013 a 2015. Estas ações foram propostas a partir de dinâmicas de encontros entre pessoas que não se conheciam para verificar que narrativas estas conversas podiam gerar. Que experiências foram transformadas em palavras?<br>Resumen: Esta és una investigación sobre la experiencia del encuentro con el outro en situación dialogica: la conversación; insertada en una dimensión relacional - teoría del crítico Nicolas Bourriaud, en torno a la palabra experiencia a partir de una conversación con los filósofos Jorge Larrosa y Giorgio Agamben, para proponer una radicalização de la experiência de la conversación como obra de la efemeridade (la obraencuentro) y como posibilidad de experiencia con calidad estética, en el sentido de hacer y hablar sobre aquello que se vive con sentido y significado. Teniendo como objeto algunas prácticas de conversiacónes y la producción de una escritura literaria como registro narrativo de estas experiências, realizadas por un pequeño grupo de personas, entre estas, estudiantes de teatro, graduandos en Historia, graduados en Turismo, actores; a partir de encuentros en las calles de la ciudad de São Paulo, los años de 2013 a 2015. Estas acciones fueron propuestas a partir de dinámicas de encuentros entre personas que no se conocían para verificar que narrativas estas conversaciones podían generar. Que experiencias fueron transformadas en palavras?<br>Mestre
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Lemoine, Fabien. "Etude du répertoire de réponses : une approche dialogique de l'opinion." Thesis, Rennes 2, 2014. http://www.theses.fr/2014REN20019/document.
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Les études d’opinion se contentent généralement de mesurer une opinion, une réponse considérée comme l’attitude dusujet. Pourtant, si on nous pose la question, nous sommes capables de donner plusieurs opinions, plusieurs réponses que nous avons intériorisées lors de nos interactions avec autrui, dans un répertoire de réponses (Moscovici, 1970). Ce faisant, nous assumons l’attitude d’Autrui (Mead, 1934) qui médiatise ainsi notre rapport à l’objet (Moscovici, 1984) : chaque prise de position est le résultat d’un dialogue interne entretenu par le sujet avec autrui et ses réponses (Marková, 2005). Notre objectif dans cette thèse est d’inventer une méthode permettant d’appréhender ce répertoire de réponses.Nous avons testé ainsi un paradigme qui va nous permettre d’observer, dans nos deux premières études, la multiplicité deréponses dont nous disposons dans notre répertoire, ainsi que leur caractère partagé et cohérent. Une troisième étude, appuyée sur cette méthode, nous a permis de constater que le niveau d’élaboration des répertoires de réponses est lié à l’implication de l’individu vis-à-vis de l’objet. Nous avons également pu observer le développement d’un répertoire de réponses, lors d’une étude de terrain menée, sur deux ans, dans un groupe restreint qui découvrait une nouvelle technologie. De façon générale, cette thèse apporte sa contribution à l’écriture de la grammaire du répertoire de réponses en présentant un paradigme qui souligne le caractère multiple de l’opinion<br>Opinion surveys usually settle for measuring opinion, an answer considered to be the participant’s attitude toward the subject. Yet when further questioned, we are able to give several opinions, several answers, that we have internalized from our interactions with others, into a repertoire of responses (Moscovici, 1970). In doing so, we assume the attitude of others (Mead, 1934) thus mediating our relationship to the object (Moscovici, 1984): each position is the result of an internal dialogue, maintained by the subject with others and their responses (Markova, 2005). Our goal in this thesis is to invent a method to understand this repertoire of responses. Thus, in our first two studies, we tested a paradigm that allows us to observe, the multiplicity of responses that are available in our repertoire, as well as their shared and coherent nature. A thirdstudy based on this method, enabled us to observe that the degree of development of the repertoire of responses is related to the involvement of the individual in regard to the object. We were also able to observe the development of a repertoire of responses in a field study lasting over two years, in a small group who discovered a new technology. Generally, this thesis contributes to writing the grammar of the repertoire of responses by presenting a paradigm that emphasizes the varied nature of opinion
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Costa, Cristina Fontes de Paula 1988. "O gênero resumo na universidade : dialogismo e responsividade em resumos de alunos ingressantes." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269603.
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Orientador: Raquel Salek Fiad<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-23T10:59:33Z (GMT). No. of bitstreams: 1
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Previous issue date: 2013<br>Resumo: Neste trabalho, fazemos uma discussão sobre um gênero muito comum na esfera escolar e acadêmica: o resumo. Estabelecendo um diálogo entre a orientação dialógica, de Bakhtin (1990, 1992), e o conceito de práticas de letramento, de Street (2003), o objetivo de nosso trabalho é observar, a partir de resumos produzidos a partir de um artigo de opinião, por alunos ingressantes que participaram de um programa universitário, indícios de práticas de leitura e escrita anteriores à esfera acadêmica, assim como detectar, a partir da materialidade linguística, diálogos com textos, gêneros e práticas. Com um olhar de Sherlock Holmes adotamos, como metodologia, o paradigma indiciário, proposto por Ginzburg (1989), que nos guiou para o particular, para a singularidade de cada texto. Em todas as análises, ressaltamos o caráter dialógico da linguagem; assim, fazemos uma análise do próprio texto base que, pelo fato de ser um artigo de opinião escrito por um cientista, já representa um diálogo entre as esferas jornalística e científica. Nos resumos, detectamos o diálogo principal com três práticas escolares de escrita: o próprio gênero resumo, a dissertação e os gêneros de divulgação científica. Constatamos ser a escrita de um resumo uma atividade complexa que envolve conhecimento e familiaridade com o gênero do texto base, diálogos com o já dito (e com o ainda por dizer), com outras esferas, com práticas de escrita e leitura e com a avaliação a ser feita pelo professor, sempre presente em qualquer prática de escrita na esfera escolar. Levando em conta que qualquer manifestação de singularidade é sempre uma resposta ao contexto social, podemos pensar nos diálogos como uma resposta à instituição escolar e suas práticas. Observamos que o diálogo com as práticas escolares remete ao momento histórico dos alunos, ingressantes na universidade, que não se desvencilham de uma hora para outra de práticas de letramento anteriores. Observamos, também, que a maior parte dos resumos analisados dialoga com práticas autoritárias de leitura e escrita, em que o aluno deve apenas reproduzir, revozear o já-dito. Esse fato diz muito sobre a produção de textos da escola, que pode estar privilegiando a reprodução e não a reflexão<br>Abstract: In this paper, we discuss a very common gender in scholar and academic sphere: the summary. Establishing a dialogue between the dialogic orientation, from Bakhtin (1990, 1992), and the literacy practices concept, from Street (2003), the goal of this work is to observe, in summaries produced from an opinion article, by students who participated of an undergraduate program, indications of anterior reading and writing practices, and also to detect, through linguistic materiality, dialogues with texts, genres and practices. With a Sherlock Holmes look we adopt, as a methodology, the paradigm of indication, proposed by Ginzburg (1989), which guided us for the particular, for the singularity of each text. In all analyses, we highlight the dialogic nature of language; to do so, we make an analyze of the base text, an opinion article written by a scientist, that represents a dialogue between journalistic and scientific spheres. In the summaries, we detect a main dialogue with three writing school practices: the genre summary itself, the essay and scientific popularization genres. We established that the writing of a summary is a complex activity which involves knowledge and familiarity with the base text genre, dialogues with the told (and what yet has not been told), with other spheres, reading and writing practices and with the assessment made by the teacher, always present in any writing practice in the school domain. Taking into account that any manifestation of singularity is always an answer to social context, we can consider the dialogues as an answer to the scholar institution and its practices. We see that the dialogue with school practices is related to the students historical moment, since they are first year university students and don't suddenly do away with anterior literacy practices. We also see that the most part of the analyzed summaries dialogue with authoritarian practices of reading and writing, in which the student only has to reproduce, retell what has been already told. This fact means much about text production at school, that could be privileging reproduction and not thinking<br>Mestrado<br>Lingua Materna<br>Mestra em Linguística Aplicada
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Oliveira, Maria Cristina Xavier de. "A arte dos \"quadrinhos\" e o literário: a contribuição do diálogo entre o verbal e o visual para a reprodução e inovação dos modelos clássicos da cultura." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-30012009-154912/.
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A interação entre diferentes linguagens e meios artísticos é uma das marcas presente no processo de comunicação humana, sobretudo hoje em dia. Um dos aspectos que se destaca nessa interação é a constante revisitação de obras que são re-elaboradas em diferentes suportes comunicativos. É o que ocorre quando temos o diálogo entre os quadrinhos e a literatura, artes que trabalham com a narratividade e que trazem em si peculiaridades que as definem como importantes meios de veiculação e propagação de idéias, valores e ideologias. Nesse estudo procuramos abordar a relação entre os dois meios artísticos destacando se tal diálogo propicia uma reprodução ou questionamento das tradições culturais, atualizando-as (ou não) a partir de sua transposição de uma arte para outra. A partir de teorias que versam sobre quadrinhos, intertextualidade, dialogismo, história da arte e da literatura e outras, traçamos um painel das diversas relações que se estabelecem entre obras criadas nos quadrinhos a partir do material literário, e que se revelam por meio de uma gradação em que temos desde obras que remetem diretamente ao texto clássico literário até aquelas que procuram fazer dos elementos oriundos da literatura um mote para o desenvolvimento de novas produções em quadrinhos. Também num movimento contrário, procuramos mostrar como os quadrinhos fornecem material para a criação de obras na literatura e como sua linguagem múltipla pode atuar em conjunto com o texto literário para a construção de obras mistas.<br>The interaction between different languages and artistic circles is one of the main issues in the process of human communication, especially today. One thing that stands out is that the constant interaction revisiting of works that are re-elaborated in various communication media. This is what happens when there is a dialogue between comics and literature, both arts which work with narrative and are filled with peculiarities that define them as important means of transmitting and spreading ideas, values and ideologies. In this study we tried to address the relationship between those two media arts, highlighting the questions concerning whether this dialogue provides a repetition or a questioning of cultural traditions, updating them (or not) from this translation of one art to another. Based on theories that deal with comics, intertexture, dialogism, history of art and literature and others, we draw a panel of the diverse relationships established between works created in comics from literary material, which reveal themselves by means of a gradation that goes from works that refer directly to the classic literary text to those who attempt to make the elements of literature a means for the development of new productions in comics. Also in an opposite movement, we try to show how comics provide material for the creation of works in literature and its varied language can co-act with the literary text for the construction of mixed works.
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Costa, José Paulo [UNESP]. "Perspectivas dialógicas para o trabalho com a leitura em sala de aula: letramento literário no ensino fundamental." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/136070.
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Made available in DSpace on 2016-03-07T19:21:05Z (GMT). No. of bitstreams: 0
Previous issue date: 2015-08-19. Added 1 bitstream(s) on 2016-03-07T19:25:01Z : No. of bitstreams: 1
000854945.pdf: 1111052 bytes, checksum: 583b8c7e37b0eb98b0ae6c7a4fb76681 (MD5)<br>Esta dissertação é resultado de um trabalho de pesquisa direcionado para o ensino da leitura e para o letramento literário. O estudo está alicerçado nos pressupostos metodológicos da pesquisa narrativa, os quais consideram as histórias pessoais e profissionais dos professores como contextos de produção de significados para os acontecimentos ocorridos na escola e na vida. Os dados foram coletados durante o ano de 2014, em atividades de leitura de vinte e sete contos literários com uma turma de alunos do 6º ano do Ensino Fundamental de uma escola pública estadual da cidade de Tarumã, Estado de São Paulo. As práticas de leitura literária realizadas seguiram os pressupostos da abordagem dialógica e interdiscursiva da linguagem, principalmente fundamentadas a partir das teorias linguísticas de Mikhail Bakhtin, que definem a interação verbal como a realidade fundamental da língua. Os diálogos propostos nas atividades de leitura realizaram-se desde o sentido mais estrito deste termo, segundo o qual todos os envolvidos no processo de leitura tinham a oportunidade de expressar sua voz e serem ouvidos, até o sentido mais amplo, este referente à proposição de possíveis redes interlocutivas envolvendo determinados contos literários apreciados. Nesta dissertação, são delineadas algumas considerações sobre determinados problemas que permeiam o contexto escolar e que afetam o ensino e a fruição da leitura, como a ausência de políticas pedagógicas voltadas para a leitura literária e o engessamento do trabalho dos professores em virtude da necessidade muitas vezes imposta em cumprir os conteúdos curriculares, o que implicaria pensar que toda ação docente que visa a construção de um espaço permanente para a leitura literária caracteriza-se como um ato de ruptura. Finalmente, o trabalho visa demonstrar que é possível a criação desse espaço para que os alunos possam se...<br>This study is the result of a research work directed to the teaching of reading and the literary literacy. The study is grounded on the methodological assumptions of narrative research, which consider the personal and professional teacher stories as meaning production environments for events in school and in life. Data were collected during 2014 in reading activities of twenty-seven literary tales in a group of students from 6th year of primary education in a public school in the city of Tarumã, State of Sao Paulo. The literary reading practices performed followed the assumptions of dialogical and interdiscursive approach to language, mainly based from the linguistic theories of Mikhail Bakhtin, who define the verbal interaction as the fundamental reality of language. The suggested dialogues in reading activities took place from the strictest sense of the term, according to which everyone involved in the reading process had the opportunity to express their voice and be heard, even the broadest sense, this refers to the proposition possible interactive networks involving certain literary tales appreciated. In this study are outlined some thoughts concerning certain issues that permeate the school environment and that affect education and enjoyment of reading, as the lack of targeted educational policies for literary reading and teachers working difficulties due to the need often imposed to comply with the curricula, which would lead to think that all teaching activities aimed at building a permanent space for literary reading is characterized as an act of rupture. Finally, the study aims to demonstrate that it is possible to set up that space for students to establish themselves as individuals and deconstruct the idea that they are not able to read and understand the classic texts of authors considered very difficult to them...
Książki na temat "Dialogism"
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Günthner, Susanne, Wolfgang Imo, and Jörg Bücker, eds. Grammar and Dialogism. Berlin, München, Boston: DE GRUYTER, 2014. http://dx.doi.org/10.1515/9783110358612.
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Scanlon, Mara, and Chad Engbers, eds. Poetry and Dialogism. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137401281.
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Clive, Thomson, and Dua Hans Raj, eds. Dialogism and cultural criticism. London, Canada: University of Western Ontario, Mestengo Press, 1995.
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Härmä, Juhani. Dialogic language use: Dimensions du dialogisme = Dialogischer Sprachgebrauch. Helsinki: Société Néophilologique, 2006.
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Cavallo, Christopher. Les voix d'accès d'Hervé Guibert: Étude du dialogisme dans Le mausolée des amants. Paris: L'Harmattan, 2019.
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Magalhães, Anderson Salvaterra. Dialogismo e(m) prática. São Paulo: Terracota, 2014.
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Archive, Internet, ed. Dry Ice: Inter-Dialogism and Apparition Poems. Conshohocken, Pa: Internet Archive, 2015.
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Pirazzini, Daniela, and Anika Schiemann. Dialogizität in der Argumentation: Eine multidisziplinäre Betrachtung. Frankfurt am Main: Peter Lang Edition, 2013.
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Duskaeva, L. R. Di︠a︡logicheskai︠a︡ priroda gazetnykh rechevykh zhanrov. Permʹ: Permskiĭ un-t, 2004.
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Duskaeva, L. R. Dialogicheskai︠a︡ priroda gazetnykh rechevykh zhanrov. Permʹ: Izd-vo Permskogo universiteta, 2004.
Znajdź pełny tekst źródłaCzęści książek na temat "Dialogism"
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Maine, Fiona, and Rupert Wegerif. "Dialogism." In The Palgrave Encyclopedia of the Possible, 395–400. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90913-0_239.
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Stephens, Robert. "Dialogism." In Systems for Sustainability, 513–17. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0265-8_84.
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Maine, Fiona, and Rupert Wegerif. "Dialogism." In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-98390-5_239-1.
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Copland, Fiona, and Helen Donaghue. "Dialogism." In Analysing Discourses in Teacher Observation Feedback Conferences, 170–93. New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781351184694-9.
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Trausan-Matu, Stefan, Rupert Wegerif, and Louis Major. "Dialogism." In International Handbook of Computer-Supported Collaborative Learning, 219–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65291-3_12.
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Flanagan, Martin. "Dialogism and Film Studies: The Dialogic Spectator." In Bakhtin and the Movies, 17–52. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230252042_2.
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Newton, K. M. "Formalism, Dialogism, Structuralism." In Theory into Practice, 39–76. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22244-5_3.
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Neves-Pereira, Mônica Souza, and Marina Assis Pinheiro. "Creativity and Dialogism." In A Dialogical Approach to Creativity, 11–32. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11760-2_2.
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Skidmore, David. "Dialogism and education." In The Routledge International Handbook of Research on Dialogic Education, 27–37. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429441677-4.
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Scanlon, Mara. "Introduction: Hearing Over." In Poetry and Dialogism, 1–19. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137401281_1.
Pełny tekst źródłaStreszczenia konferencji na temat "Dialogism"
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Büyüktekin, Faruk, and Umut Özge. "A coreference corpus of Turkish situated dialogs." In Proceedings of the First Workshop on Natural Language Processing for Turkic Languages (SIGTURK 2024), 42–52. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.sigturk-1.4.
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Burtseva, Marina. "DIALOGISM OF YAKUT LITERATURE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/61/s11.028.
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Sameti, Mozhdeh. "DIALOGUE AND DIALOGISM IN DIEGETIC DRAMA." In Proceeding of the Thirteenth International Conference at the Faculty of Foreign Languages, 134–42. Alfa BK University Belgrade, 2024. https://doi.org/10.46793/lld24.134s.
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Diegetic drama is between a purely narrative text and a purely dialogical text. Diegesis (narrative) is a concept taken from Plato’s theories, usually opposed to mimesis (imitation). This type of drama became an established genre in the modern era in opposition to the classical Aristotelian drama. Brecht’s “epic theatre” is one of the well-known types of diegetic theatre and drama, whose purpose was to combat the audience’s passivity and invite them to activate their thinking. After Brecht, other dramatists, such as Beckett, created diegetic dramas combining third-person, abstract narratives (diegesis) alongside first-person imitative dialogues (mimesis), with dialectical and philosophical approaches. According to Bakhtin’s theory, among the three genres of lyric poetry, drama, and novel, the novel provides the possibility of establishing polyphony and dialogism by combining first-person narration with the third-person. It seems that this possibility exists in diegetic drama more than novels because in diegetic dramas the interaction of voices can be more intense, therefore dialectical potential increases. Even Brecht changed the title of his “epic theatre” to “dialectical theatre” after a while. This paper seeks to discuss the potential of dialogism in diegetic drama by relying on Bakhtin’s opinions and the characteristics of diegetic drama.
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Veinberg, Sandra. "MIKHAIL BAKHTIN�S DIALOGISM IN MEDIA COMMUNICATION." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/2.1/s10.030.
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Yardi, Sarita, and Dan Perkel. "Understanding classroom culture through a theory of dialogism." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599746.
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Modi, Amishal. "IRONIC HUMOUR IN ART SPIEGELMAN’S MAUS: A BAKHTINIAN READING AND A THEORY OF HUMOUR." In Proceeding of the Thirteenth International Conference at the Faculty of Foreign Languages, 188–96. Alfa BK University Belgrade, 2024. https://doi.org/10.46793/lld24.188m.
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Mikhail Bakhtin views the novel as the most democratic of genres containing a variety of voices none of which are subsumed within the voice of the author. Each voice has its own viewpoint and narrative prominence. While most narratives contain dialogic elements, few texts are truly polyphonic. Art Spiegelman’s 1992 Pulitzer Prize winning work of creative nonfiction Maus, which is in graphic form, offers to the reader a double consciousness and the reader is able to see the world through two different lenses: through the eyes of Vladek Spiegelman, Spiegelman’s father and the narrator of the main story, and Art Spiegelman who is the author and a character in the frame story. Maus has two central themes: the Holocaust that was directly experienced by Spiegelman’s Polish Jewish father and Art’s relationship with his father Vladek. Despite the semi-autobiographical nature of the narrative, and the constant sparring between the father and the son, Spiegelman does not place his voice between his father’s and the reader. The interest of this paper is twofold: identifying the variety of dialogues in Maus that establish its dialogic nature and unravelling the use of ironic humour to investigate the connection between dialogism and irony. The paper will ask the question: Is a dialogic narrative necessarily humorous and why?
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Mashoshina, Victoria S. "Dialogism And Intertextual Codes In H. Melville And J.F. Cooper." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.63.
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Kurochkina, M. A. "Quoting As A Form Of Dialogism In The Postmodern Text." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.51.
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Telpov, Roman Evgenyevich. "Dramatization as a figure of dialogism in Russian scholastic preaching." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112978.
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Li, Meijing. "Analysis of College English Teaching Reform Based on Dialogism Theory." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.125.
Pełny tekst źródłaRaporty organizacyjne na temat "Dialogism"
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Skubic, Marjorie, Dennis Perzanowski, Sam Blisard, Alan Schultz, William Adams, Magda Bugajska, and Derek Brock. Spatial Language for Human-Robot Dialogs. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada434960.
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Aw, Guat Poh, Kar Chun Tan, and Kwee Hua Lim. Teachers as adult learners-effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27415.
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The present study serves as an intervention study which adopts the Variation Theory-Multiple Perspectival Reflective Dialogic Professional Development Model (VT-MPR dialogic PD Model developed by the researcher) as a systematic framework to investigate aspects of Cognitive Dissonance (CD) experienced by primary school Chinese Language (CL) teachers in Singapore.
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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, March 2025. https://doi.org/10.18235/0013450.
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Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices with high impact in contexts of socio-educational vulnerability, and low requirements on infrastructure or technology. SUMMA developed the Dialogic Classrooms Program based on the articulation of some of the most effective strategies for improving learning: collaborative dialogue, metacognition and formative feedback. The program was developed and piloted between 2020 and 2023 in a group of schools in northern Chile. This paper reviews the main rationale, components and preliminary results of this program. It analyzes the program's potential to synergistically address student learning, professional development and collaborative relationships between teachers and pedagogical leaders, and the promotion of interaction within classrooms and schools. It does so by taking into account the urgent need to build societies capable of dialogue and collaboration, considering and valuing the diversity of their members.
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Capriotti, P., I. Zeler, and A. Oliveira. Dialogic communication 2.0. Analysis of interactions in Latin American organizations. Revista Latina de Comunicación Social, July 2019. http://dx.doi.org/10.4185/rlcs-2019-1373en.
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Archambeau, C. B., and J. S. Szymanski. Dialogs on the Yucca Mountain controversy. Special report No. 5. Office of Scientific and Technical Information (OSTI), March 1993. http://dx.doi.org/10.2172/192417.
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Schluter, C. M., and J. S. Szymanski. Dialogs on the Yucca Mountain controversy. Special report No. 10. Office of Scientific and Technical Information (OSTI), August 1993. http://dx.doi.org/10.2172/206960.
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Wang, Hung-Ming, and Gregory Abowd. A Tabular Interface for Automated Verification of Event-Based Dialogs. Fort Belvoir, VA: Defense Technical Information Center, July 1994. http://dx.doi.org/10.21236/ada286065.
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Echevarría, Mirta-Clara. Media and their world views. The meaning anchored in dialogic discursive strategies. Revista Latina de Comunicación Social, 2011. http://dx.doi.org/10.4185/rlcs-66-2011-935-314-325-en.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.
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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.
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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.