A cor do invisível: o movimento de discursos no/sobre o semiárido no espaço escolar sertanejo alagoano

• Autor(a) principal: Macedo, Maria do Socorro Barbosa
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/2183
• topic: Discurso educativo; Currículo escolar; Identidade do semiárido; Modelo de educação - Semiárido; Educational discourse; School curriculum; Identity of the semiarid; Education model - Semi-arid; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation deals with the conditions in which the speech was built on the deterministic and semi-arid northeastern relief of Alagoas, through an investigation that has as its object the curriculum, constitutor element of discourse, identities builder and developer of a condition imagery to discursive the semiarid this moment in history. The concern with the thing was born from the elements put into teacher training course (s), specifically Education located at the top interior of Alagoas. As a teacher of it, I ran into a fog of ignorance of the actual possibilities of being present in the daily "new" or speeches about reproducing this scenario, since it historically has had a picture of misery, hunger, Colonels and the culture of denial subject, since it did not meet the required standard of modern development. In this sense, driven by a thirst for knowledge, I sought the representations that underlie a discourse of truth constitutor the subject of semi-arid, and the images in the collective imagination of the people. Thus, we approach the object in order to understand how to structure the discursive chain present in the school curriculum the semiarid region of Alagoas, considering that the school, its curriculum through the processes of subjection and manufactures which they are represented in different ways in which school offers its model of education, establishing a channel or not the place for discussion on the subject. In Foucault's theoretical framework used to think how discourses are permeated by a power relationship and how they build through the school curriculum, an identity that is not fixed, but it must show the way to think from the perspective of history as backcountry to the subject and how it was positive interventions can build on this reality, it has always been framed so negative.