A (des)legitimação da língua espanhola no Pibid pela e na discursividade acadêmico-institucional

• Ano de defesa: 2020
• Autor(a) principal: Zeulli, Elizandra
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Linguística aplicada; Applied Linguistics; Análise do discurso; Discourse analysis; Pibid; Formação de professores; Teachers' Education; Língua espanhola; Spanish; Linguística; Linguistics; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31039; https://doi.org/10.14393/ufu.te.2021.6001

This thesis was developed through an inter/trans/non-field-based approach, among Applied Linguistics (AL), French Discourse Analysis (FDA) and Dialogical Discourse Analysis (DDA). It was written in order to answer the following research questions: i) How is Pibid discoursivized by Language – Portuguese and Spanish – undergraduate students and by their supervising teachers in High School? ii) What are the discursive inscriptions made by such enunciative instances to enunciate on Pibid? iii) How does such discursivity affect processes of self-identification among Pibid members, when it comes to their Education? The aim in this research was to investigate the scholar and institutional discursivity made on Pibid in the testimonies given by supervising teachers in High School (in-service teachers) and by “Pibiders” (pre-service teachers), so as to comprehend discursive inscriptions Spanish teachers (pre and in-service) disclose when they enunciate about Pibid – Spanish. Gestures of interpretation were made on testimonies, considering the production conditions and taking into account the heterogeneity of the discursive subjects. This research was started from the hypothesis that Spanish teachers (pre and in-service) make discursivities up to legitimate the status of Spanish as well as of its teachers in Brazilian institutions, when they enunciate about Pibid. Twelve testimonies were collected, according to theoretical and methodological terms of AREDA perspective (SERRANI, 1998): four from supervising teachers and eight from “Pibiders”, all of whom took part of Pibid from February/2013 to February /2018. Four interchangeable representations were identified in the supervising teachers’ enunciative instance: i) Pibid as a professional (re)meaning; ii) Pibid as a university (re)meaning; iii) Pibid as public schools (re)meaning; and iv) Pibid as a political and identitarial (re)meaning. When the teachers enunciate on Pibid, they inscribe themselves in the discursive shaping of what is new, of fullness and of the ideal teacher, while the program also affects the professional constitution in a tense and conflictive space through resonance and dissonance, in the subjective (re)positioning, when they recognize educational space as a battle field; in the university (re)meaning, because they don´t look for knowledge, but acknowledgement from the institution for stamping the activities they develop at public schools; in the building of another discursive memory of public schools (as a better place, where it is possible to develop activities collectively) and, at last, assuming political-identitarial stance to fight for their professional identity, for Spanish teaching in public schools and for legitimating school as the space where foreign languages are taught. Four mutually constitutive representations were identified in the enunciative instance of “Pibiders”: i) Pibid as a space to learn what being a teacher is about; ii) Pibid as a space for cooperation; iii) Pibid as a political decision making; and iv) Pibid as a space for working teaching dignity. When “Pibiders” enunciate on Pibid, they inscribe themselves in a belief of fullness, believing Pibid is going to fulfill all the blanks in their professional Education; they also inscribe themselves in the discursivity of collectivity, producing the effect of meaning that those activities they developed were only possible because they were made with them alongside; still, they inscribe themselves in a discursivity of resistance, looking forward to fighting marginalization and struggling to legitimate their space and Spanish space at school; and, finally, they inscribe themselves in a discursivity of professional achievement, making another memory out of public school, where, through and in Pibid, it is possible to perform teaching work, as well as be respected and recognized.