Os (inter)discursos na formação do sujeito-aluno concludente em letras: o sujeito-professor que se pretende formar e o sujeito-professor que se forma na UFS

• Ano de defesa: 2015
• Autor(a) principal: França, José Marcos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Formação Docente. Curso de Letras. Sujeito-aluno. Primado do Interdiscurso. Concepções de Língua/Linguagem/Gramática.; Teacher Training. BA in Language Teaching. Subject-student. Interdiscourse Primate. Conceptions of Language/Speech/Grammar.; Formation Enseignante. Cursus de Lettres. Sujet-étudiant. Primauté de l‟Interdiscours. Conceptions de Langue/Langage/Grammaire.; LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8419

This work applies to the theme of teaching training in Language Teaching, more specifically it approaches the (inter)discourses about the teacher training of Portuguese Language in the BA Language Teaching (Portuguese) course, in the Federal University of Sergipe (UFS). Our main matter was to investigate which (inter)discourses the subjects-students concluding the BA in Language Teaching (Portuguese) at UFS dominate about the conceptions of the Portuguese language, speech, grammar and teaching by the end of their course. We assume the hypothesis that the subject-student concluding the BA in Language Teaching (Portuguese) has the unsystematic domain on the notions of key-concepts related to the Portuguese Language teaching. To achieve this purpose, we have constituted our analysis corpus of the following documents: the Pedagogical Project text (PP) of the BA in Language Teaching (Portuguese) at UFS; some disciplines syllabus consisting the course curricular structure; and texts of answers to questionnaires applied to the concluding students about the conceptions of the Portuguese language, speech, grammar and teaching. To proceed to the analyses, we have adopted the theoretical inputs of the French Analysis of Discourse (AD) (Foucault, Pêcheux, Orlandi, Possenti, Maingueneau). It is, at last, a qualitative research of theoretical-analytical character, with documental analysis and also the analysis of interviews held through the application of questionnaires to concluding students of the 2011.1/2 term. Our analysis found that the PP-UFS follows a guidance already preset by official documents and tries to follow an update line with the new theoretical tendencies of language sciences. Regarding conclusive subject students, we find that, in most cases, they hold no systematic field of conceptions of language, speech, grammar, teaching of Portuguese; "innovative theoretical proposals" of linguistics are revealed, in an unsystematic way in the speeches (as interdiscourses) that make up the discursive repertoire on the conceptions of the terms in question as a "tangle of linguistic theories" poorly understood; and also hold a Portuguese Language teaching concept that oscillates between the normative-grammatical speech of tradition and the speeches of "innovative linguistic theories." This attempt therefore to show in line with the discourse of "innovation", the speeches of the subjects students are affiliated to the theme of denial "partial" rules of grammar as Portuguese Language teaching object.