Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Fonseca, Ana Paula Azarias da
 |
| Orientador(a): |
Feldmann, Marina Graziela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21936
|
Resumo: |
This thesis investigates continuous formation of teachers and curriculum, from semiotizations of educational issues in Veja magazine. The objective is analyze the magazine’s discourse on education and contribute to the continuous formation of teachers improving the teacher’s didactic competence to work with mass media material. The theoretical framework was based on Semiotics (Greimas, Oliveira and Landowski) – ancillary to the dialogue between Education and Communication –, on the foundations addressed to teacher education and schooling (Feldmann, Masetto, Nóvoa, Sacristán, Nadal, Mizukami, Tardif & Lessard) and curriculum theories (Hamilton, Sacristan and Feldmann). The methodology, of quantitative documentary nature, was adopted as a strategy for mapping the theme. We’ve selected a corpus that considers the cover stories that thematized ‘education’ from 1968 until December/2017, but it is also of qualitative nature when semiotic analysis is considered. The results show that Veja makes partial cuts in the educational reality. Therefore, it is concluded that the magazine constructs a simulacrum of Brazilian education, of teaching identity and school, as well as of simplistic solutions to the problems of Brazilian education. The public school system is portrayed in a polarized logic, propagating Manichaean dualism, which implies reductionism and simplification of educational issues. The low visibility of education in media occupies a “no place”, while the school moves away from these simulacra of reality. In light of these reflections we have made suggestions that intend to promote curricular visibility and facilitate teaching work on critical reading of weekly printed media |
