Conceitos bakhtinianos no contexto da reformulação curricular da educação básica do Paraná

• Autor(a) principal: Souza, Ivanize Ribeiro de
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4075
• topic: Reformulação curricular - Diretrizes Curriculares Estaduais - DCE; Diretrizes Curriculares Estaduais - Língua Portuguesa; Ensino de língua materna - Currículo - Educação básica; Diretrizes Curriculares Estaduais - DCE - Elaboração; Teoria enunciativa - Diretrizes Curriculares Estaduais - DCE; Educação - Reformulação curricular; Linguística, Letras e Artes; Letras

Current research comprises an investigation within the context of the curricular resetting of the Basic Education Network of the state of Paraná, Brazil, which triggered the process for the Curricular Guidelines for the twelve subject matters at this education level. The 2003 process was affected by a critique against the influence of neo-liberal and conservative ideas in Education and by proposals forwarded by educational processes foregrounded on progressive principles based on the curriculum's critical theories. Investigation is based on the enunciation theory (BAKHTIN/VOLOCHINOV, 1992, BAKHTIN, 2003) and on the understanding of manifestations of the theoretical foregrounding in the construction of the Curriculum Guidelines for Portuguese in the state of Paraná - DCE-LP (PARANÁ, 2008). The theoretical and methodological bases are provided for the teaching of the mother language in Fundamental Education. According to the principles of Applied Linguistics, current research aims at a) identifying within DCE-LP the theoretical aspects that involve the mother tongue in Basic Education; b) comparing the concepts of the enunciation theory for the teaching and learning of the mother tongue with the concepts provided in the government's document; c) suggesting reviews of concepts dealt with in the curricular text through the research results. Current reflexive practice involves a survey on the history of the school curriculum in the state of Paraná between 1980 and 2010; the systematization by synoptic framework of characteristics of interactivities that form the language enunciation theory; the process of reflexive reading of four systematized versions in the elaboration of the official curricular document. The main theoretical concepts are thus listed and the trajectory of their comprehension is followed up throughout the versions provided. Data crossing in which the definitions in the final version of the document and a synthesis of Bakhtin's enunciation theory are taken as parameters shows, in many aspects, a developing process of reflections and theoretical maturing and a more intensive option for the enunciation theory. The latter caused certain concepts to be more highlighted whereas others to be gradually diluted. A trend towards shallowness in thought has also be noted when fundamental concepts are dealt with. They jeopardize the materialization of pedagogical practices based on the language enunciation theory when they are not understood. In the document's final version this fact rather brought about a more instructive text and a less theoretical and methodological source for the teacher's pedagogical practices.