Arqueologia da imagem no ensino de língua portuguesa no Brasil (1960-2010)

• Autor(a) principal: Santos, Jocenilson Ribeiro dos
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/7428
• topic: Análise do discurso; História das ideias; Imageria; Semiologia; Língua portuguesa; Discourse analyses; Ideas history; Imagery; Semiology; Portuguese language; Textbooks; Analyse du discours; Histoire des idées; l'imagerie; Sémiologie; Langue portugaise; Manuels scolaires; LINGUISTICA, LETRAS E ARTES::LINGUISTICA; LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA

This thesis’ general goal was to investigate the emergency conditions and the progressive rise of the imagery usage as didactic nature in Portuguese language textbooks. One of the specific goals was to study the theoretical assumptions, which have guided the teaching/learning of reading and the text comprehension, altogether, and the imagery, in a particular way, considering the historical overview of the linguistics studies’ institutionalization in Brazil – established in the educational politics started in the military government. The guiding question of our research has as proposal to answer: which changes occurred in the didactic texts’ production before the 1960’s, specially in relation to the usage exploration of the image, and which factors guided these changes in the Portuguese teaching? We guided theoretically in the French discourse analyses, in especial in the undertaken in theoretical development by discourse linguists, to avail themselves from the archaeological approach of Michel Foucault. Besides of that, we joined up in a history conception developed by Christian Puech for a history of ideas and of the knowledge representations in language science. Between the key concepts of these two complementary approaches, we mobilize, in especial, the “enunciation”, “discourse”, “archive” and “semiology”, while we define “imagery”, considering our interest in to understand the semiological nature and discourse history in images in pedagogic context. This also allowed to observe their contemporary usages in didactic and evaluative texts produced and put into circulation in Brazil in the latest five decades. Then, our archive was constituted by politic-pedagogical documents (anthology, books, manuals, official documents), whose snipped was defined in a corpus represented by an anthology and twelve textbooks. As results of this research, we found three discursive determination orders which enable the emergency progressive of imagery in the Portuguese teaching: i) historical-political determination when we notice that the educational project of the military regime influenced directly the entrance of the visual languages in the teaching; ii) theoretical-scientific determination of a lot of orders that presents extension of the language concept and, in the same time, contradictions from a conceptual point of view in a same book (language = communication instrument = feeling history constitution). In this aspect, the communication theory, implemented vertically in the military regime leads to the school a language conception, of text and of language as conditioning instrument and individual practices, being gradually modified by others scientific discourses concomitant movement of new official documents since 1996; iii) technical-cultural determination that put in scenery the importance of usage and of the reading of many languages in the scholar environment (specially, the imagery in textbooks), enabling an abuse of fixed images in the last ten years.