Entre o conformismo e a ruptura: posicionamentos discursivos de professores de língua estrangeira em educação de jovens e adultos
| Ano de defesa: | 2013 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Minas Gerais
UFMG |
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | http://hdl.handle.net/1843/MGSS-9HSMBS |
Resumo: | The basic education for young and adults in the Republic of Brazil has slowly and belatedly marked its place in the history of democratic processes in the country. We noticed that historical moments of intense discussion and abundant material on the subject are interspersed by grand silencing and scarce materials. By studying the history of the project Education for Young and Adults (EJA, in Portuguese) in thecountry, we realize that the decisions, directions and public policies went through numerous ruptures and became inexorably connected to political interests of an era.Anchored on the assumptions of the French-Brazilian Discourse Analysis (ADF, in Portuguese), this study aims to analyze the effects of meaning mobilized by teachers on the project EJA, the place of the foreign language in the project and also their students, taking into account the heterogeneous structure of all discourse. Therefore, it isnecessary to reproduce some representations embodied in the words of these teachers.The teacher, like any subject, mediates his/her world relations through language, forming it and also being formed by it; thus it is precisely in such statements constructed by such subjects that we intend to recognize their discursive positions.Without losing sight of the fact that the whole discursivity starts from the resumption of something which has already been said, something repeats itself and joins the subject to a signification. After a brief overview of the conditions of production of the discourseon EJA, we present our corpus followed by our analysis. In our analysis, we used the notion of discursive resonance, or in other words, linguistic marks that are repeated to determine the representation of a dominant sense. This notion was productive in our work to enable us to identify Discursive Formations (DF), that is, the enunciativeregularities within the field of knowledge concerned. Thus, recalling that the notion of DF is fluid, changeable and subject to dispersion, we surmised from the words of teachers representations that were related to their work within the project EJA and in many of these sayings we have seen the emergence of two DFs we call (1) DiscursiveFormation of Conformity and (2) Discursive Formation of Rupture. In our analysis, we gathered several signifiers that characterized the EJA as a residual space, smaller or peripheral, and thus contributed to reverberate meanings constructed by history and materialized on the linguistic surface. We named these linguistic regularities as DF ofConformity. On the other hand, the DF of Rupture has signaled a break in these (fore)seen directions and pointed to the possibility of discovery to the student, paving the way for the meeting with the surprise and for the production of other (non) knowledge and new/other memories. |