Produção de sentido em contexto escolar : o atravessamento da ideologia na paráfrase discursiva

• Autor(a) principal: Rocha, Julio César Albuquerque da
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://repositorio.ufal.br/handle/riufal/512
• topic: Discursive paraphrases; Silences; Ideology; Discursive sequences; Paraphrastic families; Paráfrase discursiva; Silenciamento; Ideologia; Sequências discursivas; Famílias parafrásticas; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This dissertation focuses on how ideology works in the discursive paraphrases and silences appearing in texts produced within the school environment by students from a municipal school located in Maceió, Alagoas, during the implementation of a pedagogic project entitled Reorientation of the Evening School System in 2009. The main aim of this research was to investigate the occurrence of paraphrases and silences in the student s discourse as well as the role played by ideology and its relation with subject, ideological formations, meaning effects and product conditions in these discourses/texts. This study made use of a methodology adopted by Athayde Júnior in which discursive sequences called synthesis enunciations were chosen as a basis for the analysis of paraphrastic families, which we called paraphrastic sequences. The very same discursive sequences were used for the observation of the silence occurring in the students discourse. As a result, we detected the work of ideology in the teacher s pedagogic discourse, as a preacher of this discourse, as well as in the students discourse, as a reproducer of it, through their paraphrastic enunciations and their silences. The corpus of this research is made up eighteen texts produced by 9th grade students. The theoretical foundation was based on the postulations by Michel Pêcheux about Discourse Analysis, on Louis Althusser s theories about the Ideological Devices of the State, as well as on factors regarding the influence of the school and the pedagogic discourse on the students discourse.