Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico

Detalhes bibliográficos
Autor(a) principal: Prudêncio, Perpétua Guimarães
Data de Publicação: 2004
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Universitário da Ânima (RUNA)
Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/3170
Resumo: The present work, based on the theoretical and analytic devices of the Analysis of the Speech (PÊCHEUX, 1969 and 1975, and ORLANDI, 1983,1990,1999), analyzes the text of the Curricular Proposal of Santa Catarina and an exemplary text of Plan of Discipline in order to understand how texts which have as purpose to be complementary are confused. Because of it, it was confronted some senses built in the text of the Proposal with some senses built in a plan of exemplary discipline; so that, in this confrontation the estrangement was evidenced among the virtual readers, in other words, among the authors of the respective texts. The school as an institutional responsible space for those texts was also considered. Through its discursive practices which involve the production/connection/reproduction of the knowledge (scientific), it was possible to reflect on the operation of the pedagogic speech (PS), predominant in this conjuncture in its relation with the scientific speech (SS). That way, the analysis showed the imaginary that constitutes the reader for the authors of Curricular Proposal’s text is the reader who is a member of the scientific community. However, the common reader of that text with his/her material determinations (historical/social), is that teacher who is not part of the scientific community because when he/she is, he/she feels as a strange to the process of knowledge production and, therefore, he/she does not have a position as a member of the scientific community. As a result of this, the teacher, real reader of text of the Curricular Proposal, is unable to unchain the process of significance of the referred text
id Ânima_6cf326c7ffe4c937faac6757389f2401
oai_identifier_str oai:repositorio.animaeducacao.com.br:ANIMA/3170
network_acronym_str Ânima
network_name_str Repositório Universitário da Ânima (RUNA)
repository_id_str
spelling Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científicoAnálise do discursoDiscurso científicoDiscurso pedagógicoLeitor virtual e Leitor realThe present work, based on the theoretical and analytic devices of the Analysis of the Speech (PÊCHEUX, 1969 and 1975, and ORLANDI, 1983,1990,1999), analyzes the text of the Curricular Proposal of Santa Catarina and an exemplary text of Plan of Discipline in order to understand how texts which have as purpose to be complementary are confused. Because of it, it was confronted some senses built in the text of the Proposal with some senses built in a plan of exemplary discipline; so that, in this confrontation the estrangement was evidenced among the virtual readers, in other words, among the authors of the respective texts. The school as an institutional responsible space for those texts was also considered. Through its discursive practices which involve the production/connection/reproduction of the knowledge (scientific), it was possible to reflect on the operation of the pedagogic speech (PS), predominant in this conjuncture in its relation with the scientific speech (SS). That way, the analysis showed the imaginary that constitutes the reader for the authors of Curricular Proposal’s text is the reader who is a member of the scientific community. However, the common reader of that text with his/her material determinations (historical/social), is that teacher who is not part of the scientific community because when he/she is, he/she feels as a strange to the process of knowledge production and, therefore, he/she does not have a position as a member of the scientific community. As a result of this, the teacher, real reader of text of the Curricular Proposal, is unable to unchain the process of significance of the referred textO presente trabalho, baseando-se nos dispositivos teóricos e analíticos da Análise do Discurso (PÊCHEUX, 1969 e 1975 e ORLANDI, 1983, 1990, 1999), analisa o texto da Proposta Curricular de Santa Catarina e um texto exemplar de Planos de Disciplina, buscando compreender como textos que têm como finalidade ser complementares, apresentam-se conflitantes. Para isso, confrontaram-se alguns sentidos construídos no texto da Proposta com alguns sentidos construídos em um Plano de Disciplina exemplar, para que neste confronto se evidenciasse o distanciamento entre os leitores virtuais, ou seja, entre os autores dos respectivos textos. A escola, enquanto espaço institucional responsável por esses textos, também foi considerada. A partir de suas práticas discursivas, envolvendo a produção/transmissão/reprodução do conhecimento (científico), refletiu-se sobre o funcionamento do discurso pedagógico (DP), predominante nesta conjuntura, na sua relação com o discurso científico (DC). Assim, a análise mostrou que o imaginário que constitui o sujeito-leitor para os autores do texto da Proposta Curricular é aquele sujeito-leitor membro da comunidade científica. Contudo, o leitor-real desse texto, com suas determinações materiais (histórico-sociais), é aquele professor que não faz parte da comunidade científica, pois enquanto interpelado pelo DP está alheio ao processo de produção de conhecimento e, portanto, não se posiciona como membro da comunidade científica. Sendo assim, o professor, leitor real do texto da Proposta Curricular, é incapaz de desencadear o processo de significação do referido textoMartins, Marci FiletiPrudêncio, Perpétua Guimarães2018-01-17T17:09:21Z2020-11-26T21:08:12Z2018-01-17T17:09:21Z2020-11-26T21:08:12Z2004info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis100 f.application/pdfhttps://repositorio.animaeducacao.com.br/handle/ANIMA/3170Programa de Pós-Graduação em Ciências da LinguagemTubarãoporreponame:Repositório Universitário da Ânima (RUNA)instname:Ânima Educaçãoinstacron:Ânimainfo:eu-repo/semantics/openAccess2020-12-01T16:50:09Zoai:repositorio.animaeducacao.com.br:ANIMA/3170Repositório InstitucionalPRIhttps://repositorio.animaeducacao.com.br/oai/requestcontato@animaeducacao.com.bropendoar:2020-12-01T16:50:09Repositório Universitário da Ânima (RUNA) - Ânima Educaçãofalse
dc.title.none.fl_str_mv Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
title Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
spellingShingle Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
Prudêncio, Perpétua Guimarães
Análise do discurso
Discurso científico
Discurso pedagógico
Leitor virtual e Leitor real
title_short Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
title_full Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
title_fullStr Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
title_full_unstemmed Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
title_sort Proposta curricular de Santa Catarina: um lugar de confronto entre o discurso pedagógico e o discurso científico
author Prudêncio, Perpétua Guimarães
author_facet Prudêncio, Perpétua Guimarães
author_role author
dc.contributor.none.fl_str_mv Martins, Marci Fileti
dc.contributor.author.fl_str_mv Prudêncio, Perpétua Guimarães
dc.subject.por.fl_str_mv Análise do discurso
Discurso científico
Discurso pedagógico
Leitor virtual e Leitor real
topic Análise do discurso
Discurso científico
Discurso pedagógico
Leitor virtual e Leitor real
description The present work, based on the theoretical and analytic devices of the Analysis of the Speech (PÊCHEUX, 1969 and 1975, and ORLANDI, 1983,1990,1999), analyzes the text of the Curricular Proposal of Santa Catarina and an exemplary text of Plan of Discipline in order to understand how texts which have as purpose to be complementary are confused. Because of it, it was confronted some senses built in the text of the Proposal with some senses built in a plan of exemplary discipline; so that, in this confrontation the estrangement was evidenced among the virtual readers, in other words, among the authors of the respective texts. The school as an institutional responsible space for those texts was also considered. Through its discursive practices which involve the production/connection/reproduction of the knowledge (scientific), it was possible to reflect on the operation of the pedagogic speech (PS), predominant in this conjuncture in its relation with the scientific speech (SS). That way, the analysis showed the imaginary that constitutes the reader for the authors of Curricular Proposal’s text is the reader who is a member of the scientific community. However, the common reader of that text with his/her material determinations (historical/social), is that teacher who is not part of the scientific community because when he/she is, he/she feels as a strange to the process of knowledge production and, therefore, he/she does not have a position as a member of the scientific community. As a result of this, the teacher, real reader of text of the Curricular Proposal, is unable to unchain the process of significance of the referred text
publishDate 2004
dc.date.none.fl_str_mv 2004
2018-01-17T17:09:21Z
2018-01-17T17:09:21Z
2020-11-26T21:08:12Z
2020-11-26T21:08:12Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://repositorio.animaeducacao.com.br/handle/ANIMA/3170
url https://repositorio.animaeducacao.com.br/handle/ANIMA/3170
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Programa de Pós-Graduação em Ciências da Linguagem
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 100 f.
application/pdf
dc.coverage.none.fl_str_mv Tubarão
dc.source.none.fl_str_mv reponame:Repositório Universitário da Ânima (RUNA)
instname:Ânima Educação
instacron:Ânima
instname_str Ânima Educação
instacron_str Ânima
institution Ânima
reponame_str Repositório Universitário da Ânima (RUNA)
collection Repositório Universitário da Ânima (RUNA)
repository.name.fl_str_mv Repositório Universitário da Ânima (RUNA) - Ânima Educação
repository.mail.fl_str_mv contato@animaeducacao.com.br
_version_ 1767415842166800384

Registros relacionados