Lições do Rio Grande: uma análise do trabalho docente

• Ano de defesa: 2012
• Autor(a) principal: Rocha, Michele Mendes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Letras; UFSM; Programa de Pós-Graduação em Letras
• Palavras-chave em Português: Trabalho docente; Elementos constitutivos; Lições do Rio Grande; Interacionismo sociodiscursivo; Teaching work; Constitutive elements; Socio-discursive Interactionism; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/9879

Work in our society is placed as a central activity of human existence. Thus, it is within the work that the action is more intense, according to Bronckart (2008). Therefore, in order to understand the work of a teacher, it is necessary to understand his/her actions represented in the texts which are produced in the work situations, as well as in the texts about such work. In this context, the aim of this research is to investigate which is the role of the teacher in the material of the proposal of the State Curricular Reference of the Project Lições do Rio Grande. Although this material is not presented as a ―textbook‖, it is possible to verify a prescriptive quality in it. In order to do the aforementioned analysis, I show at first, the theoreticalmethodological references of the table of the Socio-Discursive Interactionism (SDI), which attribute to the language and to the action a central role in the human development. Secondly, I describe a historical overview of the concepts of Work in social terms and of the concepts of the teacher work, which place the problematic of this research into the current studies. And to identify the interpreting categories of action in Lições do Rio Grande, I use the methodological procedures of the analysis of the SDI, which follows this orientation: identification of the context of production and the analysis of the three levels of the analysis: Organizational, Enunciation and Semantics. Finally, I present some considerations about the results and conclusions that were obtained from the extract of the corpus that was analyzed in this study. This research allowed me to conjecture still not conclusively that the material of the Project Lições do Rio Grande approaches the proposals of curricular modernization of other States. This is so, because the analysis of this material points to the fact that the teacher is an ―agent‖, not having his/her own intentions, motivations and capacities, whereas the material of the Project Lições do Rio Grande appears as the ―actor‖, the responsible for the teaching work.