Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/30460 |
Resumo: | This thesis is developed in the area of Linguistic Studies, in line with the theoretical and methodological framework of Discourse Analysis (DA) with a materialist basis, anchored in the reflections of Michel Pêcheux. The research takes as its object the Indigenous Intercultural Licentiate Courses, which are university graduations for the training of indigenous teachers to teach in elementary and high schools in indigenous communities. We made use of a study on political-institutional discursive practices of access of the indigenous subject to an "indigenous" Higher Education and we established our theoretical and methodological reflection on discursive materialities in the form of institutional documents of public universities to understand how it is inscribed, within a State Ideological Apparatus (AIE), a discourse of resistance via the elaboration of specific degree courses for the formation of indigenous teachers in Brazil. With that in mind, it was up to the constitution of a research archive to cover documents such as Brazilian legislation, official Union documents, institutional regulations of undergraduate courses in Brazilian universities (in the form of Course Pedagogical Projects – PPCs – of these Courses) and reports generated through state databases on Brazilian HEIs. From the created file, we selected five PPCs from federal universities as a research corpus (UFRR, UFCG, UFG, UFMG and UFSC). From this corpus, discursive sequences were cut that came to compose the corpus of analysis of this thesis, in which we observe linguistic markings that organize meanings of demands, manifestations, claims, requests and struggles for the offer and opening of Higher Education courses specifically aimed at indigenous people. The alterity of meanings of domination x resistance that we identified throughout the analysis is found in the linguistic structures that materialize the discursive processes that emanate from the object. While a dominant discursivity is materialized through the integrationist discourse in the object of study, another opposes it, crossing the production process of the senses in dispute. In this quarrel, there is no “negotiation” of meanings, since the Courses were created based on positions of indigenous demand, which use state legislation as a tool to implement their claims for indigenous Higher Education. The discourse of resistance finds its place of dispute in the AIE institutional space: the space in which the dominated class is able to demand the potential of the future for its educational processes. |
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2023-11-09T13:42:02Z2023-11-09T13:42:02Z2023-03-31http://repositorio.ufsm.br/handle/1/30460This thesis is developed in the area of Linguistic Studies, in line with the theoretical and methodological framework of Discourse Analysis (DA) with a materialist basis, anchored in the reflections of Michel Pêcheux. The research takes as its object the Indigenous Intercultural Licentiate Courses, which are university graduations for the training of indigenous teachers to teach in elementary and high schools in indigenous communities. We made use of a study on political-institutional discursive practices of access of the indigenous subject to an "indigenous" Higher Education and we established our theoretical and methodological reflection on discursive materialities in the form of institutional documents of public universities to understand how it is inscribed, within a State Ideological Apparatus (AIE), a discourse of resistance via the elaboration of specific degree courses for the formation of indigenous teachers in Brazil. With that in mind, it was up to the constitution of a research archive to cover documents such as Brazilian legislation, official Union documents, institutional regulations of undergraduate courses in Brazilian universities (in the form of Course Pedagogical Projects – PPCs – of these Courses) and reports generated through state databases on Brazilian HEIs. From the created file, we selected five PPCs from federal universities as a research corpus (UFRR, UFCG, UFG, UFMG and UFSC). From this corpus, discursive sequences were cut that came to compose the corpus of analysis of this thesis, in which we observe linguistic markings that organize meanings of demands, manifestations, claims, requests and struggles for the offer and opening of Higher Education courses specifically aimed at indigenous people. The alterity of meanings of domination x resistance that we identified throughout the analysis is found in the linguistic structures that materialize the discursive processes that emanate from the object. While a dominant discursivity is materialized through the integrationist discourse in the object of study, another opposes it, crossing the production process of the senses in dispute. In this quarrel, there is no “negotiation” of meanings, since the Courses were created based on positions of indigenous demand, which use state legislation as a tool to implement their claims for indigenous Higher Education. The discourse of resistance finds its place of dispute in the AIE institutional space: the space in which the dominated class is able to demand the potential of the future for its educational processes.A presente tese desenvolve-se na área de Estudos Linguísticos, em consonância com o arcabouço teórico e metodológico da Análise de Discurso (AD) de base materialista, com ancoragem nas reflexões de Michel Pêcheux. A pesquisa toma por objeto os Cursos de Licenciatura Intercultural Indígena, que são graduações universitárias para a formação de professores indígenas para docência em escolas de Ensino Fundamental e de Ensino Médio em comunidades indígenas. Lançamos mão de um estudo sobre práticas discursivas político-institucionais de acesso do sujeito indígena a um Ensino Superior "indígena" e firmarmos nossa reflexão teórica e metodológica sobre materialidades discursivas na forma de documentos institucionais de universidades públicas para compreendermos como se inscreve, dentro de um Aparelho Ideológico de Estado (AIE), uma discursividade de resistência via elaboração de cursos de licenciatura específicos para formação de professores indígenas no Brasil. Com isso em vista, coube a constituição de um arquivo de pesquisa para abarcar documentos como legislações brasileiras, documentos oficiais da União, normativas institucionais de cursos de graduação em universidades brasileiras (na forma de Projetos Pedagógicos de Curso – PPCs – desses Cursos) e relatórios gerados por intermédio de bases de dados estatais sobre as IES brasileiras. Do arquivo erigido, recortamos cinco PPCs de universidades federais como corpus de pesquisa (UFRR, UFCG, UFG, UFMG e UFSC). Desse corpus, foram recortadas sequências discursivas que vieram a compor o corpus de análise desta tese, nas quais observamos marcações linguísticas que organizam sentidos de demandas, manifestações, reivindicações, solicitações e lutas pela oferta e abertura de cursos de Ensino Superior destinados especificamente a indígenas. A alteridade de sentidos de dominação x resistência que identificamos ao longo da análise encontra-se nas estruturas linguísticas que materializam os processos discursivos que emanam do objeto. Enquanto uma discursividade dominante materializa-se por intermédio do discurso integracionista no objeto de estudo, uma outra contrapõe-se, atravessando o processo de produção dos sentidos em disputa. Nesta querela, não há “negociação” de sentidos, uma vez que os Cursos foram criados a partir de posições de demanda indígena, que se valem da legislação estatal como ferramenta de efetivação de suas reivindicações por um Ensino Superior indígena. O discurso de resistência encontra no espaço institucional AIE o seu lugar de litígio: o espaço em que a classe dominada é capaz de demandar a potencialidade de futuro para seus processos educacionais.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação de professores indígenasResistênciaCursos de licenciatura intercultural indígenaAnálise de discursoIndigenous teachers’ graduationResistanceIndigenous intercultural degree coursesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASUm percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileirasA discursive journey in a cartography of indigenous teachers’ graduation in brazilian federal universitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisScherer, Amanda Eloinahttp://lattes.cnpq.br/0683532681929143Cervo, Larissa MontagnerBorges, Águeda Aparecida da CruzAlves, Mariana Garcia de CastroMuñoz, Juan Manuel Lópezhttp://lattes.cnpq.br/8883365970026506Cabrera, Bruna Cielo800200000001600600600600600600600e1d75d5a-c36f-4808-87ee-4214a27c0ebe630bf45a-2d4c-446f-b42e-5b8c709fe073de189b4d-f218-44e9-a1fe-729ad92ae03211847c30-ec4d-4f9b-9a98-e80de70790ac2e5ef79c-e325-43a2-8dbd-2af1eac86a8e1507f5d9-c6f0-464d-a756-76b5bdad3d02reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGLETRAS_2023_CABRERA_BRUNA.pdfTES_PPGLETRAS_2023_CABRERA_BRUNA.pdfTese de doutoradoapplication/pdf3766949http://repositorio.ufsm.br/bitstream/1/30460/1/TES_PPGLETRAS_2023_CABRERA_BRUNA.pdf833f173c35f67ba307a2cdadd7179494MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras |
dc.title.alternative.eng.fl_str_mv |
A discursive journey in a cartography of indigenous teachers’ graduation in brazilian federal universities |
title |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras |
spellingShingle |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras Cabrera, Bruna Cielo Formação de professores indígenas Resistência Cursos de licenciatura intercultural indígena Análise de discurso Indigenous teachers’ graduation Resistance Indigenous intercultural degree courses CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras |
title_full |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras |
title_fullStr |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras |
title_full_unstemmed |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras |
title_sort |
Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras |
author |
Cabrera, Bruna Cielo |
author_facet |
Cabrera, Bruna Cielo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Scherer, Amanda Eloina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0683532681929143 |
dc.contributor.referee1.fl_str_mv |
Cervo, Larissa Montagner |
dc.contributor.referee2.fl_str_mv |
Borges, Águeda Aparecida da Cruz |
dc.contributor.referee3.fl_str_mv |
Alves, Mariana Garcia de Castro |
dc.contributor.referee4.fl_str_mv |
Muñoz, Juan Manuel López |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8883365970026506 |
dc.contributor.author.fl_str_mv |
Cabrera, Bruna Cielo |
contributor_str_mv |
Scherer, Amanda Eloina Cervo, Larissa Montagner Borges, Águeda Aparecida da Cruz Alves, Mariana Garcia de Castro Muñoz, Juan Manuel López |
dc.subject.por.fl_str_mv |
Formação de professores indígenas Resistência Cursos de licenciatura intercultural indígena Análise de discurso |
topic |
Formação de professores indígenas Resistência Cursos de licenciatura intercultural indígena Análise de discurso Indigenous teachers’ graduation Resistance Indigenous intercultural degree courses CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Indigenous teachers’ graduation Resistance Indigenous intercultural degree courses |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This thesis is developed in the area of Linguistic Studies, in line with the theoretical and methodological framework of Discourse Analysis (DA) with a materialist basis, anchored in the reflections of Michel Pêcheux. The research takes as its object the Indigenous Intercultural Licentiate Courses, which are university graduations for the training of indigenous teachers to teach in elementary and high schools in indigenous communities. We made use of a study on political-institutional discursive practices of access of the indigenous subject to an "indigenous" Higher Education and we established our theoretical and methodological reflection on discursive materialities in the form of institutional documents of public universities to understand how it is inscribed, within a State Ideological Apparatus (AIE), a discourse of resistance via the elaboration of specific degree courses for the formation of indigenous teachers in Brazil. With that in mind, it was up to the constitution of a research archive to cover documents such as Brazilian legislation, official Union documents, institutional regulations of undergraduate courses in Brazilian universities (in the form of Course Pedagogical Projects – PPCs – of these Courses) and reports generated through state databases on Brazilian HEIs. From the created file, we selected five PPCs from federal universities as a research corpus (UFRR, UFCG, UFG, UFMG and UFSC). From this corpus, discursive sequences were cut that came to compose the corpus of analysis of this thesis, in which we observe linguistic markings that organize meanings of demands, manifestations, claims, requests and struggles for the offer and opening of Higher Education courses specifically aimed at indigenous people. The alterity of meanings of domination x resistance that we identified throughout the analysis is found in the linguistic structures that materialize the discursive processes that emanate from the object. While a dominant discursivity is materialized through the integrationist discourse in the object of study, another opposes it, crossing the production process of the senses in dispute. In this quarrel, there is no “negotiation” of meanings, since the Courses were created based on positions of indigenous demand, which use state legislation as a tool to implement their claims for indigenous Higher Education. The discourse of resistance finds its place of dispute in the AIE institutional space: the space in which the dominated class is able to demand the potential of the future for its educational processes. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-11-09T13:42:02Z |
dc.date.available.fl_str_mv |
2023-11-09T13:42:02Z |
dc.date.issued.fl_str_mv |
2023-03-31 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/30460 |
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http://repositorio.ufsm.br/handle/1/30460 |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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Programa de Pós-Graduação em Letras |
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UFSM |
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Brasil |
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Letras |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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