Revisiting the family-school relationship: unaccomplished discourses
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/21405 |
Resumo: | This research is part of a broader research on the hiring of psychologists in the public education system in the Bahia state, according to a specific legislation. When answering about this hiring, the teachers interviewed highlighted the relationship between family and school. Because of this, our objective in this paper was to analyze specifically how the process of distribution of meanings about “family” was constructed. For this, based on Discourse Analysis French theory; Results support that the discursive sequences extracted from two zones of meaning show two fields entitled “family and deficit theory” and “family and medical discourse”. In the school routine, these clippings indicate forms of subjection that resulted in dominant discourses. However, there are possibilities of ruptures in these discourses, because they are unfinished. Keywords: Educational Psychology. Discourse Analysis. Family and school. |
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Revisiting the family-school relationship: unaccomplished discoursesRevisitando la relación entre familia y escuela: discursos inacabadosRevisitando a relação entre família e escola: discursos inacabadosThis research is part of a broader research on the hiring of psychologists in the public education system in the Bahia state, according to a specific legislation. When answering about this hiring, the teachers interviewed highlighted the relationship between family and school. Because of this, our objective in this paper was to analyze specifically how the process of distribution of meanings about “family” was constructed. For this, based on Discourse Analysis French theory; Results support that the discursive sequences extracted from two zones of meaning show two fields entitled “family and deficit theory” and “family and medical discourse”. In the school routine, these clippings indicate forms of subjection that resulted in dominant discourses. However, there are possibilities of ruptures in these discourses, because they are unfinished. Keywords: Educational Psychology. Discourse Analysis. Family and school.Esta investigación es parte de una investigación más amplia sobre la contratación de psicólogos en el sistema de educación pública en la provincia de Bahia, Brasil, en conformidad con la promulgación de la legislación específica para el rol de eses profesionales. Al responder sobre esta contratación, los docentes entrevistados destacaron la relación entre familia y escuela. Por ello, nuestro objetivo en este artículo fue analizar específicamente cómo se construyó el proceso de distribución de significados sobre “familia”. Para ello, se utilizó el marco teórico y metodológico de Análisis del Discurso Francés. A través del análisis de las entrevistas, fueron identificadas dos zonas de significado (recortes) con los temas “familia y déficit de atención” y “familia y discurso médico”. En la rutina escolar, estos recortes indican el sometimiento de los docentes a los discursos dominantes. Sin embargo, hay posibilidades de rupturas en estos discursos, porque son discursos inacabados. Palabras clave: Psicología de la Educación. Análisis del Discurso. Familia y escuela.Esta pesquisa faz parte de uma pesquisa mais ampla sobre a contratação de Psicólogos na rede pública de ensino do sudoeste da Bahia, após promulgação de legislação específica. Ao responderem sobre esta contratação, as professoras entrevistadas deram destaque à relação entre família e escola. Por conta disso, o objetivo deste artigo foi analisar especificamente como se construiu o processo de distribuição de sentidos sobre “família”. Para isto, utilizou-se o referencial teórico e metodológico da Análise de Discurso francesa. Pela análise das entrevistas foram identificadas duas zonas de sentido (recortes) intituladas “família e déficit de atenção” e “família e discurso médico”. No cotidiano escolar, estes recortes indicam como resultados um assujeitamento dos sujeitos-professores a essas zonas de sentido. Todavia, há possiblidades de rupturas nestes discursos, porque são discursos inacabados. Palavras-chave: Psicologia Escolar e Educacional. Análise do Discurso. Família e escola.Universidade Estadual de Ponta Grossa2023-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2140510.5212/PraxEduc.v.18.21405.040Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-15Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-15Práxis Educativa; V. 18 (2023): Publicação contínua; 1-15Práxis Educativa; v. 18 (2023): Publicação contínua; 1-151809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/21405/209209217613https://revistas.uepg.br/index.php/praxiseducativa/article/view/21405/209209217741Copyright (c) 2023 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPereira, Anderson de Carvalho2023-07-05T18:04:47Zoai:uepg.br:article/21405Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-07-05T18:04:47Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Revisiting the family-school relationship: unaccomplished discourses Revisitando la relación entre familia y escuela: discursos inacabados Revisitando a relação entre família e escola: discursos inacabados |
title |
Revisiting the family-school relationship: unaccomplished discourses |
spellingShingle |
Revisiting the family-school relationship: unaccomplished discourses Pereira, Anderson de Carvalho |
title_short |
Revisiting the family-school relationship: unaccomplished discourses |
title_full |
Revisiting the family-school relationship: unaccomplished discourses |
title_fullStr |
Revisiting the family-school relationship: unaccomplished discourses |
title_full_unstemmed |
Revisiting the family-school relationship: unaccomplished discourses |
title_sort |
Revisiting the family-school relationship: unaccomplished discourses |
author |
Pereira, Anderson de Carvalho |
author_facet |
Pereira, Anderson de Carvalho |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pereira, Anderson de Carvalho |
description |
This research is part of a broader research on the hiring of psychologists in the public education system in the Bahia state, according to a specific legislation. When answering about this hiring, the teachers interviewed highlighted the relationship between family and school. Because of this, our objective in this paper was to analyze specifically how the process of distribution of meanings about “family” was constructed. For this, based on Discourse Analysis French theory; Results support that the discursive sequences extracted from two zones of meaning show two fields entitled “family and deficit theory” and “family and medical discourse”. In the school routine, these clippings indicate forms of subjection that resulted in dominant discourses. However, there are possibilities of ruptures in these discourses, because they are unfinished. Keywords: Educational Psychology. Discourse Analysis. Family and school. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-28 |
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.uepg.br/index.php/praxiseducativa/article/view/21405 10.5212/PraxEduc.v.18.21405.040 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/21405 |
identifier_str_mv |
10.5212/PraxEduc.v.18.21405.040 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/21405/209209217613 https://revistas.uepg.br/index.php/praxiseducativa/article/view/21405/209209217741 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Práxis Educativa https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Práxis Educativa https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-15 Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-15 Práxis Educativa; V. 18 (2023): Publicação contínua; 1-15 Práxis Educativa; v. 18 (2023): Publicação contínua; 1-15 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
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UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
_version_ |
1799317615945973760 |