Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student

Detalhes bibliográficos
Autor(a) principal: Leite, João de Deus
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signum: Estudos da Linguagem
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/23065
Resumo: The starting point of this article is the theoretical work of Benveniste (1958, 1968, 1970), and we are going to focus in the classroom from an enunciative perspective. Differently from some theoretical models contending that the teacher-student(s) discursive relation is totalizing and complete, we are going to demonstrate theoretic-analytically that the spoken enunciations between them generate a constitutive dismantling. Therefore, conceiving the classroom as a discursive instance, we will show that such instance features as a place of continuous (re)creation of sets of knowledge. These sets of knowledge are not previously present, being necessary for the teacher to (re)invent them. And that (re)invention, given its enunciative nature, happens in singular spatial and temporal mo(ve)ments. Besides, the effects of spoken enunciations that the teacher brings to the student(s), and vice-versa, are neither controllable nor predictable. These effects end up by exposing the teacher to a complex relation with his/her object of work, in this case, the Portuguese Language. From two Enunciative Scenes, we will show that the teacher discursive-enunciative position is highlighted, in a way that the teacher engages in approaching the text by elaborating the reading and interpretation mo(ve)ments from association between sets of knowledge. The teacher produces fiction with the text, since he builds different scenarios for his/her approach.
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spelling Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and studentAula de Língua Portuguesa: nas malhas do des-encontro enunciativo entre professor e alunoEnunciation. Subjectivity. Education.EnunciaçãoSubjetividadeEnsinoLinguísticaThe starting point of this article is the theoretical work of Benveniste (1958, 1968, 1970), and we are going to focus in the classroom from an enunciative perspective. Differently from some theoretical models contending that the teacher-student(s) discursive relation is totalizing and complete, we are going to demonstrate theoretic-analytically that the spoken enunciations between them generate a constitutive dismantling. Therefore, conceiving the classroom as a discursive instance, we will show that such instance features as a place of continuous (re)creation of sets of knowledge. These sets of knowledge are not previously present, being necessary for the teacher to (re)invent them. And that (re)invention, given its enunciative nature, happens in singular spatial and temporal mo(ve)ments. Besides, the effects of spoken enunciations that the teacher brings to the student(s), and vice-versa, are neither controllable nor predictable. These effects end up by exposing the teacher to a complex relation with his/her object of work, in this case, the Portuguese Language. From two Enunciative Scenes, we will show that the teacher discursive-enunciative position is highlighted, in a way that the teacher engages in approaching the text by elaborating the reading and interpretation mo(ve)ments from association between sets of knowledge. The teacher produces fiction with the text, since he builds different scenarios for his/her approach.Com base nas teorizações de Benveniste (1958, 1968 e 1970), vamos enfocar a sala de aula a partir de uma perspectiva enunciativa. Diferentemente de alguns modelos teóricos que apostam que a relação discursiva entre professor e aluno(s) é completa e totalizante, iremos mostrar teórico-analiticamente que as enunciações faladas entre eles fazem aparecer um desencaixe constitutivo. Assim, concebendo a sala de aula, como uma instância discursiva, mostraremos que essa instância figura como lugar de (re)criação contínua de saberes. Os saberes não estão desde já aí, cabendo ao professor (re)inventá-los. E essa (re)invenção, dada a sua natureza enunciativa, acontece em mo(vi)mentos temporais e espaciais singulares. Além disso, os efeitos das enunciações faladas que o professor traz ao(s) aluno(s), e vice-versa, não são controláveis nem previsíveis. Esses efeitos acabam pôr expor o professor a uma complexa relação com o seu objeto de trabalho, no caso a Língua Portuguesa. A partir de duas Cenas Enunciativas, mostraremos que a posição discursivo-enunciativa de professor se acentua, de maneira que o professor se lança à abordagem do texto, elaborando mo(vi)mentos de leitura e de interpretação a partir da associação entre saberes. O professor produz ficção com o texto, já que ele constrói diferentes cenários para a sua abordagem.UEL2017-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/2306510.5433/2237-4876.2016v19n1p321Signum: Estudos da Linguagem; Vol. 19 No. 1 (2016): Ensino de Língua Portuguesa e Contemporaneidade; 321-345Signum: Estudos da Linguagem; v. 19 n. 1 (2016): Ensino de Língua Portuguesa e Contemporaneidade; 321-3452237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/23065/19298Copyright (c) 2016 Signum: Estudos da Linguagemhttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessLeite, João de Deus2022-11-16T18:12:02Zoai:ojs.pkp.sfu.ca:article/23065Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:12:02Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
Aula de Língua Portuguesa: nas malhas do des-encontro enunciativo entre professor e aluno
title Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
spellingShingle Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
Leite, João de Deus
Enunciation. Subjectivity. Education.
Enunciação
Subjetividade
Ensino
Linguística
title_short Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
title_full Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
title_fullStr Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
title_full_unstemmed Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
title_sort Portuguese language classroom: in the fabric of the enunciative mismatch between teacher and student
author Leite, João de Deus
author_facet Leite, João de Deus
author_role author
dc.contributor.author.fl_str_mv Leite, João de Deus
dc.subject.por.fl_str_mv Enunciation. Subjectivity. Education.
Enunciação
Subjetividade
Ensino
Linguística
topic Enunciation. Subjectivity. Education.
Enunciação
Subjetividade
Ensino
Linguística
description The starting point of this article is the theoretical work of Benveniste (1958, 1968, 1970), and we are going to focus in the classroom from an enunciative perspective. Differently from some theoretical models contending that the teacher-student(s) discursive relation is totalizing and complete, we are going to demonstrate theoretic-analytically that the spoken enunciations between them generate a constitutive dismantling. Therefore, conceiving the classroom as a discursive instance, we will show that such instance features as a place of continuous (re)creation of sets of knowledge. These sets of knowledge are not previously present, being necessary for the teacher to (re)invent them. And that (re)invention, given its enunciative nature, happens in singular spatial and temporal mo(ve)ments. Besides, the effects of spoken enunciations that the teacher brings to the student(s), and vice-versa, are neither controllable nor predictable. These effects end up by exposing the teacher to a complex relation with his/her object of work, in this case, the Portuguese Language. From two Enunciative Scenes, we will show that the teacher discursive-enunciative position is highlighted, in a way that the teacher engages in approaching the text by elaborating the reading and interpretation mo(ve)ments from association between sets of knowledge. The teacher produces fiction with the text, since he builds different scenarios for his/her approach.
publishDate 2017
dc.date.none.fl_str_mv 2017-01-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/23065
10.5433/2237-4876.2016v19n1p321
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/23065
identifier_str_mv 10.5433/2237-4876.2016v19n1p321
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/23065/19298
dc.rights.driver.fl_str_mv Copyright (c) 2016 Signum: Estudos da Linguagem
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Signum: Estudos da Linguagem
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 19 No. 1 (2016): Ensino de Língua Portuguesa e Contemporaneidade; 321-345
Signum: Estudos da Linguagem; v. 19 n. 1 (2016): Ensino de Língua Portuguesa e Contemporaneidade; 321-345
2237-4876
reponame:Signum: Estudos da Linguagem
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reponame_str Signum: Estudos da Linguagem
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