A formação continuada de professores de português : uma abordagem discursiva do Gestar II
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5731 |
Resumo: | This work discusses the continued formation of Portuguese teachers, called Gestar II, promoted by Brazilian Government and the Portuguese teaching, considering the control mechanisms according to Foucault (2003). In this perspective, it studies the closed politics, according Mendonça (2006), verifying the way they act against the language teaching in its heterogeneity. In this context, based on Discourse Analysis postulations, this study discusses the naturalization of the relation between theory and practice, conception observed in the documents of the program. The author uses the Enunciation Theory in order to verify the dialogical relation which occurs in this process of formation besides the discursive genres used in its situations of interaction. In this way she analyses some activities proposed by the didactical material from Gestar II. The author searches the discursive formations (DFs), based on subjects enunciation, observing possible DFs superpositions‟, as known by Foucault‟s (1997) postulates, that the DFs has no limits. And concerned in Discourse Analysis, observes the DFs, already mentioned, the subject‟s constitution, the different notions of the subject and its relation with the discourse, ideology and sense. By that way, the present study is circunscript in Discourse‟s Linguistic. Besides this, she compares the discourses enunciated by the teachers who took part in the process of formation and those ones which Gestar II enunciates from its documents. In this study, she attempts to their images about the program, the theory/practice relation and Portuguese teaching. In this way, she verifies that the first ones are clearly affected by the last ones, which confirms the control of the discourses produced by teachers and institutions. Besides that, it reflects a power relation institutionally established. |
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Costa, Gláucia Rejane dahttp://lattes.cnpq.br/3319293428533441Barros, Maria Emília de Rodat de Aguiar Barretohttp://lattes.cnpq.br/23392096039409492017-09-27T13:39:51Z2017-09-27T13:39:51Z2011-03-31https://ri.ufs.br/handle/riufs/5731This work discusses the continued formation of Portuguese teachers, called Gestar II, promoted by Brazilian Government and the Portuguese teaching, considering the control mechanisms according to Foucault (2003). In this perspective, it studies the closed politics, according Mendonça (2006), verifying the way they act against the language teaching in its heterogeneity. In this context, based on Discourse Analysis postulations, this study discusses the naturalization of the relation between theory and practice, conception observed in the documents of the program. The author uses the Enunciation Theory in order to verify the dialogical relation which occurs in this process of formation besides the discursive genres used in its situations of interaction. In this way she analyses some activities proposed by the didactical material from Gestar II. The author searches the discursive formations (DFs), based on subjects enunciation, observing possible DFs superpositions‟, as known by Foucault‟s (1997) postulates, that the DFs has no limits. And concerned in Discourse Analysis, observes the DFs, already mentioned, the subject‟s constitution, the different notions of the subject and its relation with the discourse, ideology and sense. By that way, the present study is circunscript in Discourse‟s Linguistic. Besides this, she compares the discourses enunciated by the teachers who took part in the process of formation and those ones which Gestar II enunciates from its documents. In this study, she attempts to their images about the program, the theory/practice relation and Portuguese teaching. In this way, she verifies that the first ones are clearly affected by the last ones, which confirms the control of the discourses produced by teachers and institutions. Besides that, it reflects a power relation institutionally established.Neste trabalho abordamos a formação continuada de professores, promovida pelo Ministério da Educação Gestar II e o ensino de língua materna, considerando os mecanismos de controle, segundo Foucault (2003). Nessa perspectiva, estudamos as políticas de fechamento, de acordo com Mendonça (2006), atentando para a atuação destas contra o ensino da língua em sua heterogeneidade. Nesse contexto, e à luz da Análise do Discurso francesa (doravante AD), discutimos a naturalização da relação teoria/prática, concepção verificada na proposta pedagógica desse programa. Nesse sentido, o presente estudo está circunscrito à Linguística do Discurso. Apoiados na Teoria da Enunciação bakhtiniana, examinamos as relações dialógicas presentes nessa formação e as forças que as perpassam, assim como os gêneros discursivos utilizados nas suas situações de interação. Ainda nessa perspectiva, analisamos algumas atividades propostas em seu material didático. A partir da AD, pesquisamos as formações discursivas (FDs) dass quais os sujeitos enunciam, observando-se as suas possíveis imbricações das FDs, haja vista o postulado de Foucault (1997), segundo o qual a FD não tem limite. Observam-se tais FDs, a constituição do sujeito, os conceitos de sujeito, de ideologia e de sentido. Nesse percurso comparamos os discursos dos sujeitos egressos, coletados em entrevistas, com os dizeres enunciados pelo Gestar II, por meio do seu Guia Geral e dos Cadernos de teoria e prática. E o fazemos, atentando para as imagens de ambos sobre esse programa, a relação entre teoria e prática e o ensino de Língua Portuguesa. Constatamos que os primeiros se apresentam nitidamente afetados pelo segundo, o que confirma o controle dos discursos em circulação veiculados pelos professores e pelas instituições. Ademais, tal circulação reflete uma relação de poder instaurada institucionalmente.application/pdfporUniversidade Federal de SergipePós-Graduação em LetrasUFSBRFormação continuadaEnsinoDiscursoFormação discursivaContinued formationTeachingDiscoursive formationsCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASA formação continuada de professores de português : uma abordagem discursiva do Gestar IIinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALGLAUCIA_REJANE_COSTA.pdfapplication/pdf779036https://ri.ufs.br/jspui/bitstream/riufs/5731/1/GLAUCIA_REJANE_COSTA.pdfadfff21105cd515a1a7222dcecd355feMD51TEXTGLAUCIA_REJANE_COSTA.pdf.txtGLAUCIA_REJANE_COSTA.pdf.txtExtracted texttext/plain287058https://ri.ufs.br/jspui/bitstream/riufs/5731/2/GLAUCIA_REJANE_COSTA.pdf.txt171ab1f9b20f00481cbde9ba96dfe54aMD52THUMBNAILGLAUCIA_REJANE_COSTA.pdf.jpgGLAUCIA_REJANE_COSTA.pdf.jpgGenerated Thumbnailimage/jpeg1200https://ri.ufs.br/jspui/bitstream/riufs/5731/3/GLAUCIA_REJANE_COSTA.pdf.jpgbd2cfdd19480d6dd6144a8e9a15d9fb3MD53riufs/57312019-07-16 20:05:57.841oai:ufs.br:riufs/5731Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2019-07-16T23:05:57Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II |
title |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II |
spellingShingle |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II Costa, Gláucia Rejane da Formação continuada Ensino Discurso Formação discursiva Continued formation Teaching Discoursive formations CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II |
title_full |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II |
title_fullStr |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II |
title_full_unstemmed |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II |
title_sort |
A formação continuada de professores de português : uma abordagem discursiva do Gestar II |
author |
Costa, Gláucia Rejane da |
author_facet |
Costa, Gláucia Rejane da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Costa, Gláucia Rejane da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3319293428533441 |
dc.contributor.advisor1.fl_str_mv |
Barros, Maria Emília de Rodat de Aguiar Barreto |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2339209603940949 |
contributor_str_mv |
Barros, Maria Emília de Rodat de Aguiar Barreto |
dc.subject.por.fl_str_mv |
Formação continuada Ensino Discurso Formação discursiva |
topic |
Formação continuada Ensino Discurso Formação discursiva Continued formation Teaching Discoursive formations CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Continued formation Teaching Discoursive formations |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This work discusses the continued formation of Portuguese teachers, called Gestar II, promoted by Brazilian Government and the Portuguese teaching, considering the control mechanisms according to Foucault (2003). In this perspective, it studies the closed politics, according Mendonça (2006), verifying the way they act against the language teaching in its heterogeneity. In this context, based on Discourse Analysis postulations, this study discusses the naturalization of the relation between theory and practice, conception observed in the documents of the program. The author uses the Enunciation Theory in order to verify the dialogical relation which occurs in this process of formation besides the discursive genres used in its situations of interaction. In this way she analyses some activities proposed by the didactical material from Gestar II. The author searches the discursive formations (DFs), based on subjects enunciation, observing possible DFs superpositions‟, as known by Foucault‟s (1997) postulates, that the DFs has no limits. And concerned in Discourse Analysis, observes the DFs, already mentioned, the subject‟s constitution, the different notions of the subject and its relation with the discourse, ideology and sense. By that way, the present study is circunscript in Discourse‟s Linguistic. Besides this, she compares the discourses enunciated by the teachers who took part in the process of formation and those ones which Gestar II enunciates from its documents. In this study, she attempts to their images about the program, the theory/practice relation and Portuguese teaching. In this way, she verifies that the first ones are clearly affected by the last ones, which confirms the control of the discourses produced by teachers and institutions. Besides that, it reflects a power relation institutionally established. |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-03-31 |
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2017-09-27T13:39:51Z |
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2017-09-27T13:39:51Z |
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masterThesis |
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Universidade Federal de Sergipe |
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Pós-Graduação em Letras |
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UFS |
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BR |
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Universidade Federal de Sergipe |
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