Detalhes bibliográficos
| Ano de defesa: |
2005 |
| Autor(a) principal: |
Torizani, José Ediberto |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
https://repositorio.animaeducacao.com.br/handle/ANIMA/3362
|
Resumo: |
This research has to do with Critical Discourse Analysis Studies (from now on, CDA). CDA belongs to discourse analysis area and has as its main researcher Norman Fairclough. According to CDA the social interactions that occur though discourse in different contexts (education, enterprise, etc), influence considerably interlocutor’s, social, professional and personal identities. So, having in mind that the classroom is a discursive place where different identities are constructed and reconstructed, this research focuses on Portuguese teacher’s identity. Data was obtained from questionnaires answered by twelve Portuguese teachers from Municipal Schools in Jaraguá do Sul/SC. This data was analyzed and discussed from the three discursive effects proposed by Fairclough (2001): representations of reality, social relations and social identities. This theoretical support is closely related to Halliday’s (2004) language metafunctions proposed by systemic functional grammar. The category “representations of reality” involves the ideational metafunction; the categories social relations and social identities have to with the interpersonal metafunctions |
