DISCURSO PEDAGÓGICO E DISCURSO UNIVERSITÁRIO: UMA APROXIMAÇÃO

Detalhes bibliográficos
Ano de defesa: 2008
Autor(a) principal: RIBEIRO, Pollyanna Rosa lattes
Orientador(a): BURGARELLI, Cristóvão Giovani lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Goiás
Programa de Pós-Graduação: Mestrado em Educação
Departamento: Ciências Humanas
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2001
Resumo: This dissertation belongs to the research field of Educational Processes and Culture in the Education Post-Graduate Program at UFG. It aims to outline a debate between pedagogical and university discourses, because their discursive functioning has implications for day-to-day academic activity. Because they do not have their origins in works of a same author nor in the same theoretical vein, the debate presented herein sets out to clarify the characteristics of each discourse; firstly, with regard to Orlandi s study on pedagogical discourse and then, to Lacan s university discourse. Pedagogical discourse presents a circular working based on scientificity found in other fields, especially in Psychology. Thus the way in which it operates in the school can be called (psycho)pedagogy, since it reduces theorization to techniques made available and in the name of constant updating. After describing the working of one of Lacan s four discourses, starting from a study of the mathema, it was possible to see that some characteristics of pedagogical discourse are in consonance with university discourse. In the formula of this discourse, the knowledge derived from science occupies a dominant position, places the students in the place of the object and produces a thesis, always referring to the name of an author. Of the converging points between the discourses which are the theme of this study, one can highlight the present configuration of science, that is: technoscience, which is presented as a foundation for these discursive modes, benefiting not just the manner in which the school operates but also the different social institutions. Using a psychoanalytic approach as its principal focus, this study emphasizes the conception of discourse as a structure which promotes social bonding and, consequently, constitutes its subjects. This is the reason for the emphasis placed here on the discourses which lay the foundation for the school, as they produce and shape subjectivity.