Narrativas docentes: construindo e reconstruindo histórias

• Main Author: Souza, Arlézia de
• Publication Date: 2015
• Format: Master thesis
• Language: por
• Source: Repositório Institucional da UFPel - Guaiaca
• Download full: http://repositorio.ufpel.edu.br/handle/ri/2728
• topic: Narrativas docentes; Linguística aplicada; Estudos identitários; Estudos das narrativas; Teachers’ narratives; Applied linguistics indisciplinary; Cultural studies; Identity studies; Narratives studies; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This dissertation analysis oral narratives of Portuguese teachers from the following questions: Why and how did you become a Portuguese Teacher? At this moment, how satisfy you are with your teaching career? What contributions do you think Portuguese classes bring to the current students? In your opinion, how should be the teaching-learning process of the native language to be considered fully satisfactory? From these questions, this research analyses, based on specific narratives, what are the speeches, to this small group, of your teaching activity. This proposal is justified because contemporary education is strongly criticized and the teachers are considered responsible for the educational problems. These narratives should be comprehended like ways of speech, that can repeat, reinforce or create new meanings, considering multiples, plural, fragmented views. It should be understood that the culture is made by all aspects that constitutes a society, having the language in its center, so it depends on interpretation and problematization. The theory reference is based on studies of the Applied Linguistics Indisciplinary, Cultural Studies, Identity Studies and Narratives Studies, from authors like: Costa (2000, 2002, 2003 and 2006), Fabrício (2006), Hall (1997), Moita Lopes (2001, 2009 and 2006), Pennycook (1998 and 2006), Sibilia (2012), Silva (1995 and 2000) and Veiga-Neto (1996, 2000 and 2003). The researched narratives contributed to the comprehension of some issues of the educational institutes e for the understanding the rethink and problematize should be continuous processes. They still contributed to the understanding of how important is the theory be based on the reality, being vital listening to the teachers for a better comprehension of the contemporary education.