Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório do Centro Universitário Braz Cubas |
Texto Completo: | https://repositorio.cruzeirodosul.edu.br/handle/123456789/963 |
Resumo: | This thesis has the objective of analyzing a sequence of activities in the Portuguese Language school books. In this work, we aim to present the theoretical precepts which are the foundation of the analytical course of the research object, doing an interactionist reading of the parameterization documents of High School education and conducting a bakhtinian analysis of the material that makes up the Curricula of the State of São Paulo: the Student’s Notebook and the Teacher`s Notebook. Our analysis is founded on the theoretical and philosophical project of the Russian thinker Mikhail Bakhtin, who shows completely original thought about language from a perspective named dialogism, whose outspread are the dialogical relations. We still investigated concepts, like ideological sign, subject, enunciation, and verbal interaction. After going through these domains, fundamental for the understanding of Bakhtin’s saying process, we selected at first the Presentation Letters present on the National Curricula Parameters for High School Education, in Curricula Orientations for High School Education, and in the Curricula of the State of São Paulo, searching for the use of bakhtinian concepts from the choice of two words we judge to be relevant in the educational matter: the word quality and the word teacher. Through the reflections prompted by the analysis of this material, we chose a Learning Situation, entitled “The word makes me…”, present on volume 1 of the first High School year, with the purpose of checking how much quality the material has, apart from investigating how the teacher can be a mediator between the prescribed in the curricula and what is effectively proposed to the student, under a interactionist approach of the language. The results obtained revealed that, despite the curricula tries to make use of bakhtinian concepts in its theoretical assumptions, in practice, Portuguese Language teaching showed a few or none changes: ready lessons are suggested to the teacher to be followed step by step, what implicates in saying that their freedom to plan lessons became limited and, on the other hand, the quality of Portuguese Language teaching, revealed in the analyzed material, is questionable, once the conception one has of language is merely of an abstract system, detached from a real context, not enabling a live interlocution as it happens in the language. Thus, the student does not constitute in the subject of their saying, once opportunities to be the author are not offered to them, to effectively elaborate points of view, world-view, value judgments, what becomes an authoritarian and monological teaching, not enabling the openness for dialogism, which takes into account the point of view and the subject’s values, in special, the student, who is the main subject in the teaching process. Key words: interactionism; teaching; learning situation; word, linguistics. |
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Uma análise bakhtiniana da Proposta Curricular do Estado de São PauloA bakhtinian analysis of the Curricula Proposal of the State of São PauloInteracionismoEnsinoSituação de aprendizagemPalavraLinguísticaCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThis thesis has the objective of analyzing a sequence of activities in the Portuguese Language school books. In this work, we aim to present the theoretical precepts which are the foundation of the analytical course of the research object, doing an interactionist reading of the parameterization documents of High School education and conducting a bakhtinian analysis of the material that makes up the Curricula of the State of São Paulo: the Student’s Notebook and the Teacher`s Notebook. Our analysis is founded on the theoretical and philosophical project of the Russian thinker Mikhail Bakhtin, who shows completely original thought about language from a perspective named dialogism, whose outspread are the dialogical relations. We still investigated concepts, like ideological sign, subject, enunciation, and verbal interaction. After going through these domains, fundamental for the understanding of Bakhtin’s saying process, we selected at first the Presentation Letters present on the National Curricula Parameters for High School Education, in Curricula Orientations for High School Education, and in the Curricula of the State of São Paulo, searching for the use of bakhtinian concepts from the choice of two words we judge to be relevant in the educational matter: the word quality and the word teacher. Through the reflections prompted by the analysis of this material, we chose a Learning Situation, entitled “The word makes me…”, present on volume 1 of the first High School year, with the purpose of checking how much quality the material has, apart from investigating how the teacher can be a mediator between the prescribed in the curricula and what is effectively proposed to the student, under a interactionist approach of the language. The results obtained revealed that, despite the curricula tries to make use of bakhtinian concepts in its theoretical assumptions, in practice, Portuguese Language teaching showed a few or none changes: ready lessons are suggested to the teacher to be followed step by step, what implicates in saying that their freedom to plan lessons became limited and, on the other hand, the quality of Portuguese Language teaching, revealed in the analyzed material, is questionable, once the conception one has of language is merely of an abstract system, detached from a real context, not enabling a live interlocution as it happens in the language. Thus, the student does not constitute in the subject of their saying, once opportunities to be the author are not offered to them, to effectively elaborate points of view, world-view, value judgments, what becomes an authoritarian and monological teaching, not enabling the openness for dialogism, which takes into account the point of view and the subject’s values, in special, the student, who is the main subject in the teaching process. Key words: interactionism; teaching; learning situation; word, linguistics.Esta dissertação tem como objetivo analisar uma sequência de atividades presentes no material apostilado de Língua Portuguesa. Neste trabalho buscamos apresentar os preceitos teóricos que fundamentam o percurso analítico do objeto de pesquisa, empreender uma leitura interacionista dos documentos de parametrização do Ensino Médio e efetuar uma análise bakhtiniana do material que compõe o Currículo do Estado de São Paulo: o Caderno do Aluno e o Caderno do Professor. Fundamentamos a análise a partir do projeto teórico e filosófico do pensador russo Mikhail Bakhtin, que apresenta um pensamento absolutamente original sobre a linguagem a partir de uma perspectiva denominada dialogismo, cujo desdobramento são as relações dialógicas. Investigamos, ainda, conceitos, como o de signo ideológico, sujeito, enunciado e interação verbal. Após incursionar nesses domínios, fundamentais para a compreensão do projeto de dizer de Bakhtin, selecionamos, num primeiro momento, as Cartas de Apresentação presentes nos Parâmetros Curriculares Nacionais para o Ensino Médio, nas Orientações Curriculares para o Ensino Médio e no Currículo do Estado de São Paulo, buscando o uso de conceitos bakhtinianos a partir da escolha de duas palavras que julgamos relevantes na questão educacional: a palavra qualidade e a palavra professor. A partir das reflexões proporcionadas pela análise desse material, escolhemos uma Situação de Aprendizagem, intitulada “A palavra me faz eu...”, presente no Vol.1 do primeiro ano do Ensino Médio, a fim de verificar em que medida a qualidade está presente nesse material, além de investigar como o professor pode ser mediador entre o prescrito no currículo e o efetivamente proposto ao aluno, sob um enfoque interacionista da linguagem. Os resultados obtidos revelaram que, apesar de o currículo tentar se utilizar de conceitos bakhtinianos em seus pressupostos teóricos, na prática, o ensino de Língua Portuguesa apresentou poucas ou nenhuma mudança: ao professor são sugeridas aulas prontas, a serem seguidas passo-a-passo, o que implica dizer que sua liberdade para planejar as aulas tornou-se limitada e, por outro lado, a qualidade do ensino de Língua Portuguesa, revelada no material analisado, é discutível, pois a concepção que se tem de língua é meramente a de um sistema abstrato, desvinculado de um contexto real, não propiciando uma interlocução viva como ocorre na linguagem. Desse modo, o aluno não se constitui como sujeito do seu dizer, pois a ele não são oferecidas oportunidades de ser autor, de efetivamente elaborar pontos de vista, visões de mundo, julgamentos de valor, o que configura um ensino marcadamente autoritário e monológico, não propiciando a abertura ao dialogismo, que leva em conta o ponto de vista e os valores do sujeito, em especial, o do aluno, que é o sujeito principal no processo de ensino. Palavras-chave: interacionismo, ensino, situação de aprendizagem, palavra, linguísticaUniversidade de FrancaBrasilPós-GraduaçãoPrograma de Mestrado em Promoção de SaúdeUNIFRANPernambuco, Juscelino1656882776659459http://lattes.cnpq.br/1656882776659459Ludovice, Camila de Araújo Beraldo2484816022138902http://lattes.cnpq.br/2484816022138902Ferreira, Luiz Antonio8589530563783945http://lattes.cnpq.br/8589530563783945Oliveira, Cristiane Alves de2020-08-28T12:15:50Z2020-08-28T12:15:50Z2014-02-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfOLIVEIRA, Cristiane Alves de. Uma análise bakhtiniana da proposta curricular do Estado de São Paulo. Franca, SP, 2014. 121 f. Dissertação (Mestrado) - Universidade de Franca. 2014.https://repositorio.cruzeirodosul.edu.br/handle/123456789/963porinfo:eu-repo/semantics/openAccessreponame:Repositório do Centro Universitário Braz Cubasinstname:Centro Universitário Braz Cubas (CUB)instacron:CUB2020-08-28T12:16:48Zoai:repositorio.cruzeirodosul.edu.br:123456789/963Repositório InstitucionalPUBhttps://repositorio.brazcubas.edu.br/oai/requestbibli@brazcubas.edu.bropendoar:2020-08-28T12:16:48Repositório do Centro Universitário Braz Cubas - Centro Universitário Braz Cubas (CUB)false |
dc.title.none.fl_str_mv |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo A bakhtinian analysis of the Curricula Proposal of the State of São Paulo |
title |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo |
spellingShingle |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo Oliveira, Cristiane Alves de Interacionismo Ensino Situação de aprendizagem Palavra Linguística CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo |
title_full |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo |
title_fullStr |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo |
title_full_unstemmed |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo |
title_sort |
Uma análise bakhtiniana da Proposta Curricular do Estado de São Paulo |
author |
Oliveira, Cristiane Alves de |
author_facet |
Oliveira, Cristiane Alves de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pernambuco, Juscelino 1656882776659459 http://lattes.cnpq.br/1656882776659459 Ludovice, Camila de Araújo Beraldo 2484816022138902 http://lattes.cnpq.br/2484816022138902 Ferreira, Luiz Antonio 8589530563783945 http://lattes.cnpq.br/8589530563783945 |
dc.contributor.author.fl_str_mv |
Oliveira, Cristiane Alves de |
dc.subject.por.fl_str_mv |
Interacionismo Ensino Situação de aprendizagem Palavra Linguística CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Interacionismo Ensino Situação de aprendizagem Palavra Linguística CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This thesis has the objective of analyzing a sequence of activities in the Portuguese Language school books. In this work, we aim to present the theoretical precepts which are the foundation of the analytical course of the research object, doing an interactionist reading of the parameterization documents of High School education and conducting a bakhtinian analysis of the material that makes up the Curricula of the State of São Paulo: the Student’s Notebook and the Teacher`s Notebook. Our analysis is founded on the theoretical and philosophical project of the Russian thinker Mikhail Bakhtin, who shows completely original thought about language from a perspective named dialogism, whose outspread are the dialogical relations. We still investigated concepts, like ideological sign, subject, enunciation, and verbal interaction. After going through these domains, fundamental for the understanding of Bakhtin’s saying process, we selected at first the Presentation Letters present on the National Curricula Parameters for High School Education, in Curricula Orientations for High School Education, and in the Curricula of the State of São Paulo, searching for the use of bakhtinian concepts from the choice of two words we judge to be relevant in the educational matter: the word quality and the word teacher. Through the reflections prompted by the analysis of this material, we chose a Learning Situation, entitled “The word makes me…”, present on volume 1 of the first High School year, with the purpose of checking how much quality the material has, apart from investigating how the teacher can be a mediator between the prescribed in the curricula and what is effectively proposed to the student, under a interactionist approach of the language. The results obtained revealed that, despite the curricula tries to make use of bakhtinian concepts in its theoretical assumptions, in practice, Portuguese Language teaching showed a few or none changes: ready lessons are suggested to the teacher to be followed step by step, what implicates in saying that their freedom to plan lessons became limited and, on the other hand, the quality of Portuguese Language teaching, revealed in the analyzed material, is questionable, once the conception one has of language is merely of an abstract system, detached from a real context, not enabling a live interlocution as it happens in the language. Thus, the student does not constitute in the subject of their saying, once opportunities to be the author are not offered to them, to effectively elaborate points of view, world-view, value judgments, what becomes an authoritarian and monological teaching, not enabling the openness for dialogism, which takes into account the point of view and the subject’s values, in special, the student, who is the main subject in the teaching process. Key words: interactionism; teaching; learning situation; word, linguistics. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-02-28 2020-08-28T12:15:50Z 2020-08-28T12:15:50Z |
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 |
OLIVEIRA, Cristiane Alves de. Uma análise bakhtiniana da proposta curricular do Estado de São Paulo. Franca, SP, 2014. 121 f. Dissertação (Mestrado) - Universidade de Franca. 2014. https://repositorio.cruzeirodosul.edu.br/handle/123456789/963 |
identifier_str_mv |
OLIVEIRA, Cristiane Alves de. Uma análise bakhtiniana da proposta curricular do Estado de São Paulo. Franca, SP, 2014. 121 f. Dissertação (Mestrado) - Universidade de Franca. 2014. |
url |
https://repositorio.cruzeirodosul.edu.br/handle/123456789/963 |
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por |
language |
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info:eu-repo/semantics/openAccess |
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application/pdf |
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Universidade de Franca Brasil Pós-Graduação Programa de Mestrado em Promoção de Saúde UNIFRAN |
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Universidade de Franca Brasil Pós-Graduação Programa de Mestrado em Promoção de Saúde UNIFRAN |
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reponame:Repositório do Centro Universitário Braz Cubas instname:Centro Universitário Braz Cubas (CUB) instacron:CUB |
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Centro Universitário Braz Cubas (CUB) |
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Repositório do Centro Universitário Braz Cubas |
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Repositório do Centro Universitário Braz Cubas - Centro Universitário Braz Cubas (CUB) |
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bibli@brazcubas.edu.br |
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