Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Hinz, Josiane Redmer
 |
| Orientador(a): |
Di Fanti, Maria da Glória Corrêa
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
| Departamento: |
Faculdade de Letras
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/6750
|
Resumo: |
This study discusses work activities of graduated and in training Portuguese Language teachers (PL), regarding how the relationship between theory and practice is established. In this sense, we mainly aim to investigate, from an enunciative-discursive analysis, how the dialogue between established and invested knowledge in the activities of Portuguese Language teachers is in order to contribute to the (ac)knowledgment on the complexity of teaching activity. As specific objectives we propose: (a) to provide visibility, via discursive analysis, to the debate of rules which constitutes Portuguese Language teachers’ work, especially the debate between the foregoing rules and renormalizations, trying to understand facets of the complexity of their work activities; (b) to investigate the conceptions of language presented by (graduated or in training) Portuguese Language teachers in order to understand how these views influence their practices; and (c) to grasp some characteristics of Portuguese Language teachers’ activities so that we can understand how this activity is conducted in the classroom. Therefore, we discuss the following question: How does the relationship between academic and practical knowledge in teaching activities emerge in the discourse of PL teachers from both those who are graduated and work at high school, and those who are still in training? From the theoretical point of view, this study is essentially based on the dialogical theory of discourse (BAKHTIN, 1929/1997, 1934-1935/1998, 1952-1953/2003, 1959-1961/2003, 1970-1971/2003, 1920-1924/2010, 1974/2003; BAKHTIN/VOLOCHÍNOV, 1929/2006), whose basic principle is the fact that dialogism pervades each and every act of language. With this approach we articulated studies in work sciences (FAÏTA, 2004, 2005; SCHWARTZ, 2000, 2006, 2007a, 2007b; AMIGUES, 2004), especially the ergological perspective, which emphasizes that all labor activity is heterogeneous and dynamic, since it consists of a constant debate between prior knowledge and renormalizations (SCHWARTZ, 2006, 2007). To develop the research, we relied on the collaboration of two high school teachers of a public school and three in training teachers, who have scholarships from Programa Institucional de Bolsas de Iniciação à Docência in the same school, who talk about their teaching in three steps: (a) individual interviews, (b) questionnaire and (c) discussion group. The material produced in different instances were selected and organized from three themes: (a) The constitution of Portuguese language teacher’s work activities: between theory and practice; (B) Conceptions of language and teaching: between grammatical and discursive approaches; and (c) Difficulties in teaching and in the initial and continuing education process. Results point to the fact that, although the subjects have different stories and experiences with regard to how the dialogue between established and invested knowledge in Portuguese Language teachers’ activities takes place, complexity and conflicts are intrinsic to it. This is mainly due to the fact that teaching practice for both graduated and training teachers is made of conflicts of different values: there is a constant tension between traditional teaching voices and Linguistic studies current voices influencing the construction of teachers’ established knowledge. |
