Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity
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Data de Publicação: | 2013 |
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Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Bakhtiniana |
Texto Completo: | https://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263 |
Resumo: | The anxiety about the literacy process is constant among literacy educators, either because the various theories come through the academic and bibliographic discourse, or because the educational policies adopt them. This article aims at discussing, through the utterances of literacy teachers, which voices are contributing to their professional subjectivity, determining what makes up the theoretical basis of their pedagogical practice. Data collection was performed by filming the activities carried out in an extension course, edited and then analyzed based on Bakhtinian concepts of language and dialogism. The utterances reveal their teaching beliefs and uncertainties about the appropriate literacy methods, learned in a fragmented and superficial way. It is through the process of understanding a language concept as interlocution, focusing on the subject and his/her history, that the literacy teacher may surpass fads and strengthens himself/herself as the individual responsible for the critical appropriation of reading and writing as taught in school. |
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Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional SubjectivityReflexões sobre as vozes contribuintes para a constituição da subjetividade profissional do docente alfabetizadorEnsino-aprendizagemLinguagemFormação de ProfessoresTeaching and learningLanguageTeacher Training and DevelopmentThe anxiety about the literacy process is constant among literacy educators, either because the various theories come through the academic and bibliographic discourse, or because the educational policies adopt them. This article aims at discussing, through the utterances of literacy teachers, which voices are contributing to their professional subjectivity, determining what makes up the theoretical basis of their pedagogical practice. Data collection was performed by filming the activities carried out in an extension course, edited and then analyzed based on Bakhtinian concepts of language and dialogism. The utterances reveal their teaching beliefs and uncertainties about the appropriate literacy methods, learned in a fragmented and superficial way. It is through the process of understanding a language concept as interlocution, focusing on the subject and his/her history, that the literacy teacher may surpass fads and strengthens himself/herself as the individual responsible for the critical appropriation of reading and writing as taught in school.A Linguagem é uma das áreas mais importantes das Ciências Humanas, na medida em que se articula a todas as demais. E quando se trata da apropriação da linguagem escrita, a angústia com relação ao processo de alfabetização é uma constante entre alfabetizadores, seja porque várias teorias de ensino e aprendizagem da língua materna são veiculadas pelo discurso acadêmico e bibliográfico, seja porque as políticas educacionais adotam-nas. Neste artigo objetiva-se abordar, por meio de enunciados de professores alfabetizadores, quais as diferentes vozes que os constituíram profissionalmente, determinando o que se configura como base teórica em suas práticas pedagógicas. A coleta de dados realizou-se por meio de filmagens das atividades desenvolvidas em um curso de extensão, analisadas com base nos pressupostos bakhtinianos de linguagem e dialogia. A enunciação docente revela suas crenças e incertezas sobre os métodos de alfabetizar, apropriados de maneira fragmentada e superficial. É na compreensão de uma concepção de linguagem enquanto interlocução, focalizando sujeito e história, que o professor alfabetizador poderá superar modismos e se fortalecer enquanto responsável pelo ensino crítico da leitura e da escrita escolarizada.Pontifícia Universidade Católica de São Paulo2013-06-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263Bakhtiniana. Revista de Estudos do Discurso ; Vol. 8 No. 1 (2013); Port. 233-253 / Eng. 235-254Bakhtiniana. Revista de Estudos do Discurso; Vol. 8 Núm. 1 (2013); Port. 233-253 / Eng. 235-254Bakhtiniana. Revista de Estudos do Discurso; Vol. 8 No. 1 (2013); Port. 233-253 / Eng. 235-254Bakhtiniana. Revista de Estudos do Discurso; v. 8 n. 1 (2013); Port. 233-253 / Eng. 235-254Бахтиниана: Журнал дискурсивных исследований; Том 8 № 1 (2013); Port. 233-253 / Eng. 235-2542176-4573reponame:Bakhtinianainstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPporenghttps://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263/11713https://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263/11714Szymanski, Maria Lidia Sicade Oliveira Brotto, Ivete Janiceinfo:eu-repo/semantics/openAccess2016-11-06T16:04:41Zoai:ojs.pkp.sfu.ca:article/10263Revistahttps://revistas.pucsp.br/index.php/bakhtiniana/indexPRIhttps://old.scielo.br/oai/scielo-oai.php||bakhtinianarevista@gmail.com2176-45732176-4573opendoar:2016-11-06T16:04:41Bakhtiniana - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.none.fl_str_mv |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity Reflexões sobre as vozes contribuintes para a constituição da subjetividade profissional do docente alfabetizador |
title |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity |
spellingShingle |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity Szymanski, Maria Lidia Sica Ensino-aprendizagem Linguagem Formação de Professores Teaching and learning Language Teacher Training and Development |
title_short |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity |
title_full |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity |
title_fullStr |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity |
title_full_unstemmed |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity |
title_sort |
Reflections about the Voices Contributing to the Constitution of the Literacy Teacher’s Professional Subjectivity |
author |
Szymanski, Maria Lidia Sica |
author_facet |
Szymanski, Maria Lidia Sica de Oliveira Brotto, Ivete Janice |
author_role |
author |
author2 |
de Oliveira Brotto, Ivete Janice |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Szymanski, Maria Lidia Sica de Oliveira Brotto, Ivete Janice |
dc.subject.por.fl_str_mv |
Ensino-aprendizagem Linguagem Formação de Professores Teaching and learning Language Teacher Training and Development |
topic |
Ensino-aprendizagem Linguagem Formação de Professores Teaching and learning Language Teacher Training and Development |
description |
The anxiety about the literacy process is constant among literacy educators, either because the various theories come through the academic and bibliographic discourse, or because the educational policies adopt them. This article aims at discussing, through the utterances of literacy teachers, which voices are contributing to their professional subjectivity, determining what makes up the theoretical basis of their pedagogical practice. Data collection was performed by filming the activities carried out in an extension course, edited and then analyzed based on Bakhtinian concepts of language and dialogism. The utterances reveal their teaching beliefs and uncertainties about the appropriate literacy methods, learned in a fragmented and superficial way. It is through the process of understanding a language concept as interlocution, focusing on the subject and his/her history, that the literacy teacher may surpass fads and strengthens himself/herself as the individual responsible for the critical appropriation of reading and writing as taught in school. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-06-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263 |
url |
https://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263/11713 https://revistas.pucsp.br/index.php/bakhtiniana/article/view/10263/11714 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
Bakhtiniana. Revista de Estudos do Discurso ; Vol. 8 No. 1 (2013); Port. 233-253 / Eng. 235-254 Bakhtiniana. Revista de Estudos do Discurso; Vol. 8 Núm. 1 (2013); Port. 233-253 / Eng. 235-254 Bakhtiniana. Revista de Estudos do Discurso; Vol. 8 No. 1 (2013); Port. 233-253 / Eng. 235-254 Bakhtiniana. Revista de Estudos do Discurso; v. 8 n. 1 (2013); Port. 233-253 / Eng. 235-254 Бахтиниана: Журнал дискурсивных исследований; Том 8 № 1 (2013); Port. 233-253 / Eng. 235-254 2176-4573 reponame:Bakhtiniana instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Bakhtiniana |
collection |
Bakhtiniana |
repository.name.fl_str_mv |
Bakhtiniana - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
||bakhtinianarevista@gmail.com |
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