As produções textuais de alunos em escolas por ciclos de formação: irrupção de um acontecimento discursivo

• Ano de defesa: 2013
• Autor(a) principal: Silva, Maria Luíza da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Análise do discurso; Escolas em ciclos de formação; Acontecimento discursivo
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3365

This study, from the theoretical analysis of Pêcheux French Discourse, takes as materiality analysis the textual productions of students and interviews with teachers and principals of schools that are organized in Formative Cycles in Criciúma / SC. The corpora were collected during October and December of the year 2012. With all that material, it was aimed to investigate if the replacement of graded system of those schools for the institution of Formative Cycles, in 2003, caused significant changes in the teaching and learning process of those schools, in order to achieve greater autonomy of the students and their teachers. For that purpose, firstly, it was presented the concept of the Formative Cycles system in contrast to the graded system. That explanation pointed us to the need for changing the way school is organized and designed, seeking, then, a breakup with a speech of immutability that only sees school as a place of reproduction, whose function should be to prepare students for the job market. Then, from the observation of the textbooks replacement for other ways to organize the schools planning, it was investigated, on the students production and interviews with teachers and principals involved in the research, if that change has provided an opening for the multiplicity of meanings, disrupting, then, the conception of the single treatment for contents. Evaluating that route under the perspective of the discourse analysis, the main goal is to investigate if the institution of cycle system instead of the graded system, which represented a historic event in the investigated city school system, also caused a great sense imbalance that could be considered as a Discursive Event. Our proposal is, from this theoretical research, to investigate whether it is possible to assign other meanings to school as a space for human formation, also characterizing the school as a place of transformation, not only reproduction and representation.