Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Barricelli, Ermelinda
 |
| Orientador(a): |
Machado, Anna Rachel |
| 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 Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| 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/13579
|
Resumo: |
This thesis is aimed at investigating how the interviews of a prescriber, a trainer and a teacher represent in the processes of creating, spreading and using the official document called Orientações Curriculares Expectativas de Aprendizagens e Orientações Didáticas OCs (2007), developed by the City of São Paulo with focus at Pre-school Education. Studying the Pre-school Education history has shown us how fragile this segment is, particularly in Brazil, due to the fact that a) the child is perceived as physically as well as intellectually fragile; and b) thus the transposition of such beliefs to the educational contexts culminates in a split service: taking care and educating. Such contradictions have taken us to consider the hypothesis that historical conflicts would appear somehow in the processes of creating, spreading and using the official document. In order to check this hypothesis the following interviews were analyzed: a) one conducted with the coordinator of the group responsible for elaborating the official document, the prescriber; b) another with a trainer from Diretoria de Orientações Técnicas da Secretaria de Educação de São Paulo; c) and the other interview was performed with a teacher from the public school system run by the City of São Paulo. The interviews were carried out in December, 2008, June 2010 and August 2010, respectively. In this way, we were able to monitor the process since its conception up to the implementation at the Pre-school facilities. It was taken into consideration as our theoretical framework the studies conducted by researchers from CNAM (Conservatoire National des Arts et Métiers), ERGAPE (Ergonomie de l Activité des Professionnels de l Éducation), LAF (Langage, Action, Formation) and ALTER CNPq (Analysis of Language, Educational Work and their Connections) based at LAEL, PUC-SP. The data was analyzed according to the procedures proposed by the Socio-discursive Interactionism (BRONCKART, 1997/2003) in relation to the analysis of some elements of the feuilleté textuel: 1) the general infrastructure of the text (general text plan, thematic content, sequences and types of discourses); 2) mechanisms of textualization (nominal connection) and 3) the enunciative mechanisms (voices). It was also was employed as a category for analysis the action figures from the same theoretical framework (BULEA, 2007, 2010). Therefore, this thesis shows that, on one hand, the processes of creating, spreading and using of a new prescription are made by conflicts related to the dimensions of the job (CLOT, 2008) and, on the other, such conflicts can be linguistically and discursively identified. The relevance of this research lies on to the fact that it was possible to identify linguistic features, which point to conflicts. These linguistic features have enabled us to check how these conflicts have an effect on the above-mentioned processes which is the aim of this research. Consequently, it was possible to acknowledge the outcome when implementing an Educational Public Policy, as well as to conduct a research that also contributes for the Pre-school segment, as there are few studies aimed at the teachers work in this area |
