O discurso político-educacional do Programa Pró-Letramento (2008-2011)

• Autor(a) principal: Santos, João Ferreira dos
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/5803
• topic: Análise do discurso; Alfabetização; Letramento ; Educação permanente; Políticas públicas de Educação; Formação continuada; Literacy ; Continuing education; Discourse analysis; Literacy; Political planning; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This work examines the political - educational discourses that underlies the continuing education program called |Pro-Literacy|, accomplished by MEC, aimed to teachers, those who education and public policies are directed to. The main objective is to analyze discursive segments, in the light of Discourse Analysis of French line, the documents that reference the program, considering the way language is operationalized in the constitution of discourses and knowledge for the teacher. We also aim to understand how and why the peaceful behavior of teachers happens before the imposition of political-educational discourses. We went through the categories of AD, namely: production conditions, ideological formations, discursive formations, interdiscourse / intradiscourse, forgetfulness and silencing. The methodology (and discussion of assumptions) is made in the light of the literature on continuing education of teachers in reading and writing, especially the one that considers teachers of early years literacy and language. We use as corpus selected discursive sequences from General Guide, the User´s Language and Literacy Tutor (and / or Mathematics), the Volume of Student in Literacy and Language, as well as other documents and laws that express the official educational ideology of Pro-Literacy to establish relations between the discourses. While theoretical basis, we use Kleiman (1995), Tfouni (2006 and 2010), Kato (1985), Soares (1998, 2001, 2003, 2005), on the issue of literacy; Mascia (2003) on public policy and posture of the teacher; Pêcheux (1988 and 1990), Brandão (2004), Orlandi (2007, 2010 and 2012) and Carvalho (2012) on Discourse Analysis. Through the analysis of discourse segments, we conclude that the discourses of ´advances and progress´ aim to challenge ideologically the subject teacher enabling, thus, the maintenance of power relations established by the educational ideology nowadays.