O papel da revista nova escola na rede discursiva que se desenvolve em torno do agir docente: um jogo de discursos e representações

• Autor(a) principal: Dametto, Fabiana Veloso de Melo
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000hvf3
• Texto Completo: http://repositorio.ufsm.br/handle/1/9836
• topic: Interacionismo sociodiscursivo; Representação social; Agir docente; Revista Nova Escola; Socio-discursive interactionism; Social representation; Teaching act; Nova Escola Magazine; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Expressions like school is in crisis , teachers have lost their authority , Teaching Undergraduation is weak have been recurrent in texts approaching Brazilian education. It is also perceived a general concern regarding the problem of teaching quality. Media has been playing an important role in this social debate that aims to find the people guilty for Brazilian school system failure. Following this movement, my attention has been drawn to a magazine cover article, published by Nova Escola magazine in October 2009, approaching the topic of school indiscipline. The choice for this text occurred due to three aspects: the publication is mainly for educators; the magazine is nationally distributed; and also because it has been in the market for 25 years. Thus, I aim to investigate the role of Nova Escola magazine in the teaching act, since there are many instances directed to the teacher, among them official documents and textbooks. I hope to bring up the discussion of the role of the media in the (dis)construction of the teaching representation. In a general way, the procedures used in the research are fundamentally from the theoretical and methodological board of the Socio-Discursive Interactionism, based on the studies of Jean-Paul Bronckart, and on the Theory of the Social Representations, proposed by Serge Moscovici. The analysis on the role of the magazine and the referred article leads to a representation of the current teaching process as wrong, and Nova Escola as the helping hand for the teacher, the one that holds the knowledge, that paves the path. Such characteristic brings into memory the relationship between teachers and textbooks. Considering this discourse, there is also a denial of the current teaching work, placing the discourse close to the one in official documents (PCNs, PDE, and GESTAR).