Thursday, March 16, 2006

Can One Paracetamol Kill Dog

The ways of telling the story (1 º parte)


Authors: Marcelo Serrani and Catalina Sosa

This paper tries to account for surrounding discourses in society for the military suffered by our country in '76.
The body with which we worked is heterogeneous. On one hand, takes the television interview by journalists Haddad and Emilio Massera Longobardi broadcast on Channel 2 in La Plata, then America, August 8, 1995. On the other hand, there is a production made by students of CBC resulting from responses to a questionnaire. This constitution of the corpus leads to a first reflection on the constitution of our corpus and the corpus in general. The selection of the first decision is always an analysis as you cut more or less arbitrarily a fraction of the continuum of discourse. This is recognized as a materiality given, consisting of files of different types: oral or written, or a material constructed that can be generated through surveys, questionnaires. As a first overview of the discursive sequences that compose it can be synchronic or diachronic, produced by one or more speakers, be one or more sequences, and may also belong to one or more ideological formations. Memory appears
activity required for its constitution and in the same speech that composes it. Memory recalls and reconstructs the discursive operations and is what ultimately decides in the first instance under analysis. This first domain is added the current and prior. These three domains do not imply a diachronic succession in the discourse but result from repetitions, breaks and changes of its components in procedural time and are in the same corpus.
However, discourse analysis has not yet occurred, in our view, valid tools to establish and evaluate the body of work. If we accept that discourse analysis is a discipline of interpretation, governed by ethics and politics, and ultimately it is also a speech corpus and the analysis is inextricably joined in the discourse continuum. Seem to be a problem that only appears if we question the quality of the analysis as being conditioned by the very act of constituting the corpus. The demands of ethics and policy analysis conducted by Pêcheux for more than 20 years, extending to the corpus as the only possibility of stringency. But if we consider the problem in all its magnitude, we see that we do not have regular and consistent parameters to analyze the context, empirical subjects (as producers of the discourse) and sufficiently describe the ideological and discursive formations. We are confident that the materiality of discourse is produced and conditioned by the combination of these elements but we are still in a stage of discipline where the tools we use to describe and analyze too general, loaned by nearby disciplines, and as psychology, sociology, linguistics, descriptive logic, history, etc. We could also consider the studies as a transdisciplinary discourse but we have to know what is taken from each discipline, under what conditions, how to use it, what combinations be accepted, etc..
Despite all this we have a body like an interview with Massera and this interview because there was no historical conditions permitted.
On December 30, 1990 by Decree 2741 the then president of Argentina, Carlos Menem, pardoned the former military leaders Jorge Rafael Videla, Emilio Eduardo Massera, Orlando Agosti, Roberto Viola and Armando Lambruschini.
As described in the drafting of the decree, this was signed to contribute to "peace and reconciliation," urging the government at that time: "(...) it is noted (...) This measure is only political mechanism, constitutionally intended to create the conditions of national peace (...) is one among the many measures that the national government, sacrificing convictions obvious, legitimate and historical, is willing to promote to achieve the pacification of the republic (...) exercised a power of the executive branch itself, based on superior legal reasons, aimed to contribute to a genuine national reconciliation and peace "(Decree 2741)
On April 25, 1995 on the television program of Bernardo Neustadt, the then Chief the FF AA, General Martin Balza, admitted that in the 70's the army had acted "abandoning the path of constitutional legitimacy "and had obtained information through illegal methods. Further argued that there were no lists of names of missing persons.
In July '95, nearly five years after the decree which gave him freedom and about 15 years he had remained silent, the former Admiral Eduardo Massera accepted to be interviewed by the journalist Olga Wornat for People Magazine. There was a series of statements in defense of the procedures of the military junta, refuting the General Balza said. Massera said that "in war you must kill to survive" and added that "certainly some tortured and a few missing but I am not a murderer. "
Following these statements, on 8 August of that year Haddad and Longobardi in transmitting the eponymous TV in America, made a report to Massera nearly two hours.
In March 2005, fifteen years after the signing of the decree, Menem reiterated his position saying that the pardons granted in his government "brought peace and harmony" and recalled that not only pardoned "but also military subversive guerrillas. " (23/03/2005)

In this report, understood as discursive reference sequence, we want the quote Massera makes for perlocutionary acts and the book of Austin Doing things with words (...)


Massera: Excuse me, I will say you will. I talk about 9000 ... start talking about 30000. To condemn us for 700 typical cases, which does not mean that the 700 typical cases are missing because there is Miralles ... are ehhhh ... a lot that was in ... bah! other people who represent and the Mothers of Plaza de Mayo, the last complaint is made where they ask for 700, 800 missing persons who are not 30000. Sorry, let me be clear, if one is gone I deal
Haddad: Yes, you, know that morality is not quantitative but qualitative
M. So I say, but say it is not itself create a climate that is what creates Never Again exceeding its responsibility, because he can not political judgments and I sometimes say no coincidence that ...
Longobardi: Here no judgment. Here, even you, have heard in the first paragraph we read that the book never admits that Argentina was terrorism, and questions the way they fought it, which is what we are discussing at this time.
M: Yes, but forgive me, it never says: "Everyone fell in the raid. Union leaders fighting for improved wages, boys who had been members of a student center, journalists who were not addicted to the dictatorship, psychologists, nuns, priests and friends of any of them and friends of those friends y. .. "Does this seems not to express an opinion?
H: Al contrario you. says, however, that those who fell today are not "had direct involvement in subversion?
M. I have to understand that yes. I'm not saying that there were no exceptions. Yo, here I is not no coincidence that that Rabossi. See, Rabossi translated this book is very good, a book of Austin, How to Do Things with Words Austin and here speaks of what he calls a perlocutionary act. The act perciona ... perlocutionary mean to say "you is a young offender "or" you are a degenerate criminal " Ud. está condenando, ud. está haciendo una apreciación a priori en situación desfavorable al que ud. está...
L. Bueno, vamos a ponerlo así. Convengamos que en la Argentina hubo una lucha contra la subversión, esto está claro. ¿Por qué no se hizo esa lucha del modo legal, abierto y transparente y conocido por toda la sociedad?
M. Pero la lucha fue legal, desgraciadamente lo que no se puede legalizar...
(...)

Lo primero que surge es la evidencia de la utilización de la referencia a Austin como una cita de autoridad para contra argumentar la tesis al que él mismo refiere respecto del carácter valorativo de la descripción de los desparecidos presentada por el prólogo the book Never again. However, the explanation for the example is wrong. Perlocutionary force is recognized by a verb and not based axiological adjectives. Moreover, the notion of "a priori" would think that trying to explain illocutionary force. In any case the type of error prevents us from recognizing clearly the causes of confusion. As long as one accepts that the reference comes from some kind of knowledge, at least in part, the theory of speech acts. But beyond this there is a fact and is the Austin and an aspect of his theory appear in the speech reference and this happens to justify the trial a priori ideological this in the Introduction of the book Never Again

In The authorized language: the social conditions of the effectiveness of social discourse "Pierre Bourdieu criticized formality Austin theorizing and a reduction and concealment of the social relations of domination a logical operation. From this perspective the use, but mistaken, one of the concepts of Austin is at least paradoxical: to resolve a semantic dispute which is supported by the description of empirical subjects submitted to the repressive actions of the state through a formalism that tried, in fact , conceal social relations.
The first resolution would be to understand the performative as facts and, therefore, are understood ideologically. This is that while we can always interpret events from the social historical situation where the speaker appear and the states. In this case, Emilio Massera, a member of the first military junta that ruled Argentina after the 1976 coup and was convicted of three murders.
A second resolution is simple but functional to our analysis: they never tried to explain the perlocutionary force, but to use Austin as authority to support the reformulation of sense of the word "disappeared" and their pre-built character. So this construction would result a discursive production of an ideological nature while a trial is not held in an empirical test. In a historic moment was assigned to identify the dead in battle in the field of subversion that classification that erases the event and replaces it with a sense that accuses the fighters of the military camp of immoral acts. The word that is attached to the "disappeared" belonging to the same conceptual field in the sense strand of discursive reference sequence, as found on causation is "war" and the noun phrase "dirty war" and "war against subversion ". Regarding the meaning of this nominations are agreed on the use made by Haddad, Longobardi and Massera, allowing us to say that we find three speakers for the same speech. By this same argument does not show any respect for making this nomination in the sdr.
To produce an effect of meaning on the "prebuilt" disappeared and within the domain of memory found in the sdr a series of paraphrase, this is significant resonances around the noun phrase "the fantasy"

M: ( ...) to try to clarify some things that happened society which does not mean I know all this fantasy that has been woven of horrendous crimes and so on., etc., etc.
M: There was in any case. If there is any case, we should try something that has not been tested, are all fantasies

M (...): (...) Desagraciadamente our society started with a fantasy that comes
far the fantasy of Scilingo not is a novelty. This began with the fantasy of a place famous Vilariño (...) Everything said was totally false Vilariño out (...) but unfortunately that was disseminated was easier to buy that version to buy the truth.
M: (...) we will re-create another fantasy (as opposed to the testimony of Scilingo)
And as a derivation of this causal chain that responds

the chain carries X to Y

Where X is usually a noun phrase determinant of the type name.

found the following paraphrase Massera's voice within the same space referential, while discursive productions:

"That man wove a novel Dri Bonasso"
"another novel, the flight" the newspaper Clarín, in another fictionalized story "
" invents a job working with me politically "
" invented around "
" All those stories are the stories they are created every day, every day, "
" Lanata has written a novel "
"black history majors, that's where the story is distorted"
These resonances built
significance not only that but also a real alternative and opposite to the one constructed by the introduction of never appearing in discourse as the other voice who dispute the meaning of reality. So, those are statements of this discourse are two possibilities: ideological representatives of the sectors involved in subversive or that discourse. Speech, on the other hand, is considered hegemonic.

"but who are those who have horrible things?"

Of course this is an argument ad personam but also remains in connection with the statements paraphrased the last string with which it shares verbs describing the action to state conditions and objects whose meaning products in this statement: invent, invented, written, count.

social results of this hegemonic discourse are recognized in the activities carried out by the ideological state apparatuses spreading and imposing this speech that makes a real stable and, therefore, responding to a logical necessity of the state itself.

As a causal relationship with elements of the second string appears:
"And unfortunately it is poisoning our youth I read in school and read and people believe, at face value "so they sell in schools"
(Continued)

Thursday, January 19, 2006

Shortness Of Breath, Tight Chest, And Cough

Education, a silence that scares

Tribune reporters is half whose notes have great impact. The topics covered are answered. We receive emails of support, rejection, mails to extend the published data that refute, and so on. But there is a theme that resonates ever, there is an issue that seems not interest anyone or at least that no one is pending and that is the subject of education.
We've posted some notes about it and all had the same response: silence the other side. It's hard to know why but no longer a factor to consider. This does not mean that education is not interested, many of us are working for it, however, is a fact that did not want to miss.
Most alarming is the silence of a part of society, the most alarming is the silence we receive from the officials concerned. In more than one occasion we wanted contact with Education Minister Daniel Filmus, or any of its employees. Never responded to our calls.
We wanted to contact the former Director General of Culture and Education, Mario Oporto, but the campaign kept him very busy during 2005. The president of the National Academy of Education, Avelino Porto did not have much time to Tribune, but was only through his secretary return a call us to tell us he was too busy and could only access a brief telephone interview. The issue is serious. Takes minutes not talk about it.
is difficult to know where to start. There is much to discuss and who are in it know that it is. We can start by mentioning the new law enacted by which many have applauded: the Law on Education Financing. Almost since taking
, Filmus Minister criticized the Federal Law of Education. Maybe not remember that it was resisted by a group of teachers and the Minister Susana Decibe the unconditional support the head of the Education portfolio Aires, Graciela Gianetassio, they took on as the great change in education. But they were not alone in that moment Daniel Filmus was an adviser to the Minister and was one of the drivers. What happened over time? Filmus Is convinced that it was a brilliant idea, but a terrible education policy? Let's give him the benefit of the doubt and think that after study and research (?) Concluded that it was best for the country and believed accurate support. However, now the Minister of Education feels "Julius Caesar" for having achieved the enactment of a new law
Here: Recently more than ten years that we have the Federal Law of Education. The looming failure is not far away, but was clearly in the immediacy. Enough to see some elements: in the same schools went to live with boys 6 to 15 years, the curriculum did not define the content a year, but per cycle, so no one knew where to start on where to end, made great changes: removed the obviated examination tables and Mathematics in the last year of high school (after a few years went back to these two geniuses, they realized that did not work) and we could go on listing changes that made the whites would not work. But the officials are far from the classrooms they cost a little more aware of things. The new law does not bring substantive changes. Needless
comments. Analyze point by point to the new law is a task that takes many lines and so I'll leave for another note. But before the ministry need someone to answer to two questions I have to ask: why the law is called "funding" and no more talk of "budget"? Why education is not assigned a fixed amount and depends on the GDP? Let us hope that everything will go well and that the GDP went well, what would then be the problem which is no longer assigned an estimated budget?
On the other hand, while talking of plurality, progress and others, the government of the province of Buenos Aires make a purchase of 3.5 million textbooks produced, according to the Governor in the letter to the editor "which was published in The Nation on January 12 this year, "with the best technical teams of national and provincial governments." The wording of this content is based on the days that were conducted throughout 2004 in various provincial schools. The issue is that we do not know what were the results or of the people and the "technical equipment", but let's ignore it and focus on the following: all publishers when making their textbooks are based on the same curriculum, but those who work with books we know that not all of the things the same way. Each editorial, by ideology, authors, business criteria, etc., Decide to highlight something, hide something else, tell from a particular theory or current, as it deems appropriate organizing, etc. (I'll write something about the painful and embarrassing task of writing a book to a publisher, but that's another matter) is not the same as a manual one. And that's fine. This gives us the opportunity to choose. But if the provincial government, supported by national, it takes away all freedom of choice, we're in real trouble and smells negotiated door. It is good that students have reference books in school libraries, but only read a negative way of counting things. Perhaps the governor Felipe Solá not respond with platitudes did readers in the letter above, perhaps a good reason why the tender was not so clear, why the purchase is not divided into at least three different publishers.
The issue is not limited. We still discuss the teaching situation, the entrance exams, the changes they want to do in the CBC, summer schools, school canteens and many other aspects related to education.
hope, even for this time, do not be the only answer song, nice by the way, small crickets. Catalina Sosa

Dog With Ringworm On Belly

The Federal Education Law crazy

basic pillars of any nation that prides itself as such are justice and education. And maybe, if you dig a little deeper, the second is enough for us as a people educated access to all the other aspects that make up a society as well.
The education system is responsible. Government apparatus ensures that, theoretically, education fit the historical context and socio-cultural. Officials who head the Ministry of Education does not seem to be the fittest, teachers do not seem to make ourselves heard and society as a whole seems not to realize the importance of education in any country.
A little over 10 years, launched the new federal education law, law governing the provinces, but not for the Autonomous City of Buenos Aires.
The masterminds of this Act, were Dr. Eduardo Duhalde, then governor of the province of Buenos Aires and the former director general of Culture and Education, Graciela Giannettasio (current Minister of Education) joined them a group of people who for sure like the first two, a long time (if ever) that do not occur around the provincial schools. Reading it brings
not dispute, the point is to see how it comes, develops and what comes of some aspects of this new law


Talk In other words

Some words historically related to teaching school disappeared from the dictionary. Such is the case of evaluation, average, test, time chair, examination table, court, counseling, primary and secondary schools and appeared in place compensation, report, module, period of compensation, terms, EGB 1, 2 EGB, EGB 3 and polymodal.
changed the terms and changed the forms and while not all bad, the negative aspects hide the rest.


Teacher Training "?

All those who choose teaching as a profession we should think first about what level we wanted to teach. Those who chose the primary level were enrolled in the teaching profession and those who chose the secondary level we should decide what area we liked and followed a four-year teacher we specialize in every aspect of the subject chosen. Student teachers, once received, not only had access to primary but also secondary education, that is, if it had exhausted the possibilities of a high school teacher could take the class hours. Incidentally, high school teachers never agreed, as a logical, to exercise at the primary level.
The new Federal Education Act brought a revolutionary change in teacher training: the conversion. As indicated by the same word is again turning to teachers for their preparation was consistent with what the law demanded. That's how primary teachers and secondary school courses we are doing a year in the chosen subject. And after that ... we were all ready to teach at EGB 3, ie 7, 8 and 9 (former Grade 7, 1 and 2 years). It began badly. We respect all the preparations, but it sounds inconsistent that teachers and teachers doing the same training time a matter that the former have seen for a year amid many different specialties and the second study for four years and 32 subjects.
So we all, slip in hand, giving the same subjects for the same level.
What happened with architects, lawyers, doctors, lawyers, accountants, business administrators, technicians, graduates, experts, etc? Blended had to do a teacher training course for one year. And ready. Another piece of paper authorizing him to teaching. Evaluation
vs.
compensation evaluation system (today this is a term like dirty word in education) also changed its form. Now we have all the variants of compensation: compensation period, preventive, continuous. Students are no longer subject to unfair and frustrating easier exams and pass a subject that disapprove.
If the first or second quarter are left with low grade, students have what is called continuous compensation, that is going to develop practical work of those topics that are disapproved until the period of preventive compensation, or has the option not to go with that or those items through December, but may render them, sorry! compensate for previous periods. Prepared by the teacher and the thousand and one jobs for those that have not been waived, you must find the way the boy learn the issues involved testing all the resources (read educational) that are within reach. Meanwhile classes continue as normal. Continue to be developed under curricular issues, thus meeting the students following the program and still have not passed all subjects. But if the student had compensated (which is never a) not yet approved, is the teacher who should figure again in the December period so that students can pass. And we care review period and do not say. Because we have two weeks to re-explain the issues that were deprecated and give it another chance to compensate. Our students did not pass. What then? Continue to develop teaching strategies for February, because in that month again have two weeks of compensation where we explain the issues again and resumed their compensation.
At this point we are all saturated, the teachers no longer know how to present the topic and the students know that they will soon have a new opportunity.
Multiply this by, at least ten students per year, ten courses, five schools and five levels. Ubiquémonos in overcrowded classrooms where we have the number of students is 40, 45, 50. Not to mention the conditions found in establishments and supply problems that appear each stronger and marked in the classroom. At best, what should it approve when they managed to draw the O to the glass.
Who speaks?
is almost compelled to comment on the difficulty teachers' lounge for students to read fluently, understanding a slogan, to understand a text, write something coherent or show even a slightest interest in something. But we forget that adults still did everything in our power to prevent this from happening. I hope someday take pans for more than just an economic problem and what we do for the mess that is turning our education system. Catalina Sosa


(Published 4/10/2003)