Discursividades sobre a EJA do Estado de Goiás: a voz dos professores e dos documentos oficiais em análise
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Data
2015-04-08
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Universidade Federal de Goiás
Resumo
This research proposes to investigate the sayings of Portuguese subjects teachers of the Youth
and Adult Education of the state of Goiás in relation to both official documents of the state:
the Curriculum Guidelines of Youth and Adult Education in the state of Goiás and
Curriculum Matrices of Portuguese Language: First and Second Steps - Elementary School.
For this, we put in a discursive arena the various voices coming from the school practice and
public institutional politics. We collected sayings of ten teachers of public institutions that
work with this teaching modality being they subjects teachers from different cities, that are
under the jurisdiction of Regional Secretariats of Morrinhos, Catalão, Itumbiara, Pires do Rio
and Piracanjuba. Were analyzed, in the cutted sequences, discursive recurrences that
characterize the says of the subjects surveyed in an alterity relation with the subject student.
As theoretical support, we resort to Bakhtin Circle and the French Discourse Analysis, of
Pêcheux, to discuss some fundamental concepts of dialogical relations such as subject,
language conception, alterity and dialogue. Other discussions have taken place having as
reference Michel Foucault, in which we based the discussions about the relations of
knowledge and power. Also we describe the effects of meaning coming of discursive and
social practices that involve Youth and Adult Education. Is worth mentioning that our
theoretical research used the proposal of Resonances Discourse Analysis in Open
Testimonials, of Serrani-Infante (1998), for the data collect, transcription of the collected
testimonies, and the analysis of the corpus. This allowed us to auscultation of different voices
with which the subject teacher of Portuguese of Youth and Adult Education dialogues,
resonating, thus, a representation that the teacher has about himself, that is built on the
relation to the other, being permeated by the discourse of psychology, of the neoliberal
discourse and relations of knowledge and power. At various points, the institutional discourse
constituted in the arena socio-discursive converges to the same discursive formation of
teachers, because they subscribe in an imaginary formation, in which the student of EJA is
idealized, and therefore, the teacher is too. In the order of discourse of the documents, there is
the prescription in order to convince teachers to have determined teaching practices.
However, they position themselves axiologically, revealing a practice of teaching that
considerate the needs of their students by introducing a teacher who responds to the other and
that is responsible for taking the ethical position.
Descrição
Palavras-chave
Discurso, Diálogo, Educação de jovens e adultos, Sujeito, Relações de saber-poder, Língua Portuguesa, Discourse, Dialogue, Youth and adult education, Subject, Relations of knowledge-power, Portuguese
Citação
COSTA, R. M. Discursividades sobre a EJA do Estado de Goiás: a voz dos professores e dos documentos oficiais em análise. 2015. 401 f. Dissertação (Mestrado em Estudos da Linguagem) - Universidade Federal de Goiás, Catalão, 2015.