Aula de língua portuguesa: das identificações do professor à sua prática
| Ano de defesa: | 2015 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Uberlândia
BR Programa de Pós-graduação em Estudos Linguísticos Linguística Letras e Artes UFU |
| 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: | https://repositorio.ufu.br/handle/123456789/15303 https://doi.org/10.14393/ufu.te.2015.24 |
Resumo: | This thesis approaches the interlocution game between teacher and student(s), build up in the classroom. We show that this game produces a discursive relationship between the teacher and students with the Portuguese language. Focused on the teacher, it is our intention to discuss the discursive relationship that he is to construct with his object of work and with the official guidelines for the teaching of Portuguese, taking into account the classroom. The official guidelines for the teaching of Portuguese work as a reference both for the teacher and for the school. They guide the teacher s pedagogical practice in the classroom. Textual genres are to be taken as a starting point in the Portuguese language classes. To the same extent, the teaching of normative grammar is also to be integrated to the text. However, having in mind that there is a relationship to knowledge that should be taken into account, it is necessary to consider that the relationship between the teacher and his object of work as well as with the official guidelines are not taken for granted and not necessarily successful. As assumed in this thesis, the teacher is supposed to construct and exercise a discursive-enunciative position, which allows him to enunciate from such a perspective. The way the teacher enunciates himself shows the contingency of the relation to the same extent that it also shows a necessary relation with his object of work and with the official guidelines. Thus, assuming the classroom as a discursive instance, we show that it works as a place in which knowledge is constantly being (re)created. It is the teacher s task to (re)invent such knowledge. This (re)invention, once it is of an enunciative character, occurs in singular temporal and spatial movements. As a consequence, the transmissibility possible between teacher and students is that of the enigma. In addition, the effects of the enunciation the teacher provides the students with are neither controllable nor predictable. Thus, this thesis dedicates its efforts in the particular pedagogical practice of a Portuguese teacher who works at a public school. The guiding research question is written in the following way: how does the teacher assume the responsibility for the teaching of Portuguese, taking into account the interlocution game between the teacher and students build up in the classroom? In order to answer such a question, we have dealt with a guiding hypothesis, under which the complex relationship between the teacher and his object of work produces different effects in the classroom. On the one hand, the discursive-enunciative position of the teacher is highlighted. That makes him work with the text by interpreting and associating different kinds of knowledge. The teacher produces fiction with the text by building up different scenarios to approach it. On the other hand, the discursive-enunciative position of the teacher is rarefied. He is not able to face the teaching of the normative grammar. In this case, the teacher produces fixation with grammar by attaching it to places projected by himself. Theoretically, this study is founded on the dialogue among the fields of Discourse analysis, as undertaken by Pêcheux, the Linguistics of Enunciation, as understood by Benveniste and by Psychoanalysis, founded by Freud and Lacan. Enunciative scenes are analyzed in order to show how the exercising of the discursive-enunciative position is assumed and, to the same extent, to discuss the possible implications of such an exercise for the Portuguese classes |