Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Farias, Angélica Miyuki
 |
| Orientador(a): |
Liberali, Fernanda Coelho |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| 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/21228
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Resumo: |
This study aims to apprehend the language perspectives emanated by the official, institutional and professional spheres as well as those pointed out by professionals and students in the accounting area. The theoretical background is based on studies of language perspectives and curricular theories. This research is inserted in the framework of qualitative research since the core of this methodological approach is to study the world always from the perspective of social actors, situated historically, in interaction. The analysed school context is a Private Higher Education Institution, located in the city of São Paulo where the teacher-researcher works. The construction of this research includes the collection of professional, official and institutional documents, namely: professional accounting examination, the decrees referring to the course of Accounting Sciences and the current national examination to evaluate students’ performance - Enade, Political Pedagogical Project and syllabus of Business Writing disciplines of Accounting Sciences graduation. The research also relies on the production of data from a questionnaire applied for the eighth semester class and interviews with three students and four professionals in the accounting area. The data are analysed, considering their thematic content evidenced by the linguistic units that compose them. The results allowed to organize three groups of texts based in the perspectives of language and curricular theories. The first group revealed contours referring to the monological perspectives of language and traditional curricular theories. The second one showed a hybrid view regarding to the perspective of language and curricular vision. The third and last group of texts presented a dialogical perspective of language and curricular vision with a tendency towards critical theories |
