Representations of teacher’s social role in developing teachers’ academic texts: a study based on corpora

• Autor(a) principal: Kader, Carla Callegaro Corrêa
• Data de Publicação: 2013
• Outros Autores: Richter, Marcos Gustavo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14369
• topic: Representation; Pre-service teacher; Holistic Activity Theory; Representação; Professor em formação inicial; Teoria Holística da Atividade

This work has the aim to analyze the representations about the professional teacher in academic texts of Arts, written by teachers in development. For this, it was based in authors such as Richter (2006, 2008, 2011), Guareschi and Jovchelovitch (1995), Ticks (2005), Grigoleto (2005), Celani e Magalhães (2002), among others. The theoretical contents, of this study, present concepts of social representations and focus on the presence of deontic modality in the teachers’ texts enlightened by the methodological resources of Corpus Linguistics. It was started by the arrangement of the database with 381 files of Arts academic texts (final papers and monographs of lato sensu) it was selected the node teacher followed by the deontic verbs must and can. Then, it was applied the computing resources of the software WordSmith Tools 6.0 for the constitution of the wordlist and concord lines. From the concord lines it was selected the excerpts that would be analyzed. The results focused a discourse based on rules, directed to the teacher´s praxis, besides demonstrating a professional searching pedagogical strategies suitable to the concepts acquired in the university which enable the acquisition, the learning, the linguistic knowledge for the development of reading and writing skills of their students.