Aula de língua portuguesa: das identificações do professor à sua prática
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/15303 https://doi.org/10.14393/ufu.te.2015.24 |
Resumo: | This thesis approaches the interlocution game between teacher and student(s), build up in the classroom. We show that this game produces a discursive relationship between the teacher and students with the Portuguese language. Focused on the teacher, it is our intention to discuss the discursive relationship that he is to construct with his object of work and with the official guidelines for the teaching of Portuguese, taking into account the classroom. The official guidelines for the teaching of Portuguese work as a reference both for the teacher and for the school. They guide the teacher s pedagogical practice in the classroom. Textual genres are to be taken as a starting point in the Portuguese language classes. To the same extent, the teaching of normative grammar is also to be integrated to the text. However, having in mind that there is a relationship to knowledge that should be taken into account, it is necessary to consider that the relationship between the teacher and his object of work as well as with the official guidelines are not taken for granted and not necessarily successful. As assumed in this thesis, the teacher is supposed to construct and exercise a discursive-enunciative position, which allows him to enunciate from such a perspective. The way the teacher enunciates himself shows the contingency of the relation to the same extent that it also shows a necessary relation with his object of work and with the official guidelines. Thus, assuming the classroom as a discursive instance, we show that it works as a place in which knowledge is constantly being (re)created. It is the teacher s task to (re)invent such knowledge. This (re)invention, once it is of an enunciative character, occurs in singular temporal and spatial movements. As a consequence, the transmissibility possible between teacher and students is that of the enigma. In addition, the effects of the enunciation the teacher provides the students with are neither controllable nor predictable. Thus, this thesis dedicates its efforts in the particular pedagogical practice of a Portuguese teacher who works at a public school. The guiding research question is written in the following way: how does the teacher assume the responsibility for the teaching of Portuguese, taking into account the interlocution game between the teacher and students build up in the classroom? In order to answer such a question, we have dealt with a guiding hypothesis, under which the complex relationship between the teacher and his object of work produces different effects in the classroom. On the one hand, the discursive-enunciative position of the teacher is highlighted. That makes him work with the text by interpreting and associating different kinds of knowledge. The teacher produces fiction with the text by building up different scenarios to approach it. On the other hand, the discursive-enunciative position of the teacher is rarefied. He is not able to face the teaching of the normative grammar. In this case, the teacher produces fixation with grammar by attaching it to places projected by himself. Theoretically, this study is founded on the dialogue among the fields of Discourse analysis, as undertaken by Pêcheux, the Linguistics of Enunciation, as understood by Benveniste and by Psychoanalysis, founded by Freud and Lacan. Enunciative scenes are analyzed in order to show how the exercising of the discursive-enunciative position is assumed and, to the same extent, to discuss the possible implications of such an exercise for the Portuguese classes |
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Aula de língua portuguesa: das identificações do professor à sua práticaDiretrizes oficiaisPosição discursivo-enunciativaIdentificaçãoGêneros de textoGramática normativaOfficial GuidelinesDiscursive- enunciative positionidentificationText GenresNormative grammarCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThis thesis approaches the interlocution game between teacher and student(s), build up in the classroom. We show that this game produces a discursive relationship between the teacher and students with the Portuguese language. Focused on the teacher, it is our intention to discuss the discursive relationship that he is to construct with his object of work and with the official guidelines for the teaching of Portuguese, taking into account the classroom. The official guidelines for the teaching of Portuguese work as a reference both for the teacher and for the school. They guide the teacher s pedagogical practice in the classroom. Textual genres are to be taken as a starting point in the Portuguese language classes. To the same extent, the teaching of normative grammar is also to be integrated to the text. However, having in mind that there is a relationship to knowledge that should be taken into account, it is necessary to consider that the relationship between the teacher and his object of work as well as with the official guidelines are not taken for granted and not necessarily successful. As assumed in this thesis, the teacher is supposed to construct and exercise a discursive-enunciative position, which allows him to enunciate from such a perspective. The way the teacher enunciates himself shows the contingency of the relation to the same extent that it also shows a necessary relation with his object of work and with the official guidelines. Thus, assuming the classroom as a discursive instance, we show that it works as a place in which knowledge is constantly being (re)created. It is the teacher s task to (re)invent such knowledge. This (re)invention, once it is of an enunciative character, occurs in singular temporal and spatial movements. As a consequence, the transmissibility possible between teacher and students is that of the enigma. In addition, the effects of the enunciation the teacher provides the students with are neither controllable nor predictable. Thus, this thesis dedicates its efforts in the particular pedagogical practice of a Portuguese teacher who works at a public school. The guiding research question is written in the following way: how does the teacher assume the responsibility for the teaching of Portuguese, taking into account the interlocution game between the teacher and students build up in the classroom? In order to answer such a question, we have dealt with a guiding hypothesis, under which the complex relationship between the teacher and his object of work produces different effects in the classroom. On the one hand, the discursive-enunciative position of the teacher is highlighted. That makes him work with the text by interpreting and associating different kinds of knowledge. The teacher produces fiction with the text by building up different scenarios to approach it. On the other hand, the discursive-enunciative position of the teacher is rarefied. He is not able to face the teaching of the normative grammar. In this case, the teacher produces fixation with grammar by attaching it to places projected by himself. Theoretically, this study is founded on the dialogue among the fields of Discourse analysis, as undertaken by Pêcheux, the Linguistics of Enunciation, as understood by Benveniste and by Psychoanalysis, founded by Freud and Lacan. Enunciative scenes are analyzed in order to show how the exercising of the discursive-enunciative position is assumed and, to the same extent, to discuss the possible implications of such an exercise for the Portuguese classesCoordenação de Aperfeiçoamento de Pessoal de Nível SuperiorDoutor em Estudos LinguísticosEsta tese aborda o jogo de interlocução entre professor e aluno(s), constituído no espaço de sala de aula. Vamos mostrar, analiticamente, que esse jogo de interlocução entre professor e aluno(s) faz constituir e/ou manifestar uma relação discursiva deles com a Língua Portuguesa. Como o foco desta tese está circunscrito ao professor, trata-se de pensar na relação discursiva que ele é levado a construir com o seu objeto de trabalho, no caso a Língua Portuguesa, e com as diretrizes oficiais do ensino dessa Língua, considerando a instância da aula. Essas diretrizes se apresentam, como referencial importante, tanto para o professor participante da pesquisa quanto para a escola em que ele trabalha. É que, a partir dessas diretrizes, buscou-se orientar o fazer pedagógico do professor, destacando que os gêneros de texto , para usarmos a terminologia constante das diretrizes, devem ser tomados, como ponto de partida e de chegada nas aulas de Língua Portuguesa, e que o ensino de gramática normativa deve estar integrado ao texto. Entretanto, ao apostarmos na perspectiva da relação com o saber, é preciso dimensionar que a relação do professor com o seu objeto de trabalho e com as diretrizes oficiais não é pressuposta nem plena e bem-sucedida. Como defendemos, nesta tese, há uma posição discursivo-enunciativa a ser construída e exercida pelo professor para que ele, de seu objeto de trabalho e das diretrizes, possa (se) enunciar. O modo como o professor (se) enuncia deixa flagrar uma contingência da relação e uma relação necessária com esse objeto e com as diretrizes. Desse modo, concebendo a sala de aula, como uma instância discursiva, mostraremos que essa instância figura como lugar de (re)criação contínua de saberes. Os saberes não estão desde já aí, cabendo ao professor (re)inventá-los. E essa (re)invenção, dada a sua natureza enunciativa, acontece em mo(vi)mentos temporais e espaciais singulares. Se os saberes precisam ser (re)inventados, nessa instância, mostraremos, também, que a transmissibilidade possível entre professor e aluno(s) é a do enigma, pois os saberes não estão desde já aí, como ressaltamos. Além disso, os efeitos das enunciações faladas que o professor traz ao(s) aluno(s), e vice-versa, não são controláveis nem previsíveis. Sendo assim, esta tese está voltada para uma prática pedagógica específica de um professor de educação básica da rede pública de ensino, com o intuito de dimensionar a seguinte pergunta de pesquisa: Como o professor responde, no espaço de sala de aula, pelo ensino de Língua Portuguesa, considerando o jogo de interlocução que se constitui em aula com o(s) aluno(s)? Embora haja o destaque e a suposta filiação às orientações constantes das diretrizes oficiais tanto pela escola quanto pelo professor, aventamos a hipótese de que a complexa relação do professor com o seu objeto de trabalho produz efeitos diferentes em sala de aula. Ora a posição discursivo-enunciativa de professor se acentua, de maneira que o professor se lança à abordagem do texto, elaborando mo(vi)mentos de leitura e de interpretação a partir da associação entre saberes. O professor produz ficção com o texto, já que ele constrói diferentes cenários para a sua abordagem. Ora a posição discursivo-enunciativa se rarefaz, tendo em vista os mo(vi)mentos de não enfrentamento do ensino de gramática normativa. O professor produz fixação com a gramática, pois ele a aprisiona a certos lugares projetados por ele. Por meio do diálogo conceitual entre os campos da Análise de Discurso francesa peuchetiana, da Linguística da Enunciação benvenistiana e da Psicanálise freudo-lacaniana, vamos fundamentar, tendo algumas Cenas Enunciativas, como materialidade, o modo como o exercício da posição discursivo-enunciativa é exercido, sobretudo as possíveis implicações desse exercício para as aulas de Língua PortuguesaUniversidade Federal de UberlândiaBRPrograma de Pós-graduação em Estudos LinguísticosLinguística Letras e ArtesUFUBertoldo, Ernesto Sérgiohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727397A0Agustini, Carmen Lucia Hernandeshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795563U6Tavares, Carla Nunes Vieirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779574D0Ghiraldelo, Claudete Morenohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782426D0Silva, Carmem Luci da Costahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795852U3Leite, João de Deus2016-06-22T18:42:08Z2015-04-302016-06-22T18:42:08Z2015-02-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfLEITE, João de Deus. Aula de língua portuguesa: das identificações do professor à sua prática. 2015. 248 f. Tese (Doutorado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2015. DOI https://doi.org/10.14393/ufu.te.2015.24https://repositorio.ufu.br/handle/123456789/15303https://doi.org/10.14393/ufu.te.2015.24porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2021-03-03T23:29:01Zoai:repositorio.ufu.br:123456789/15303Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2021-03-03T23:29:01Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Aula de língua portuguesa: das identificações do professor à sua prática |
title |
Aula de língua portuguesa: das identificações do professor à sua prática |
spellingShingle |
Aula de língua portuguesa: das identificações do professor à sua prática Leite, João de Deus Diretrizes oficiais Posição discursivo-enunciativa Identificação Gêneros de texto Gramática normativa Official Guidelines Discursive- enunciative position identification Text Genres Normative grammar CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Aula de língua portuguesa: das identificações do professor à sua prática |
title_full |
Aula de língua portuguesa: das identificações do professor à sua prática |
title_fullStr |
Aula de língua portuguesa: das identificações do professor à sua prática |
title_full_unstemmed |
Aula de língua portuguesa: das identificações do professor à sua prática |
title_sort |
Aula de língua portuguesa: das identificações do professor à sua prática |
author |
Leite, João de Deus |
author_facet |
Leite, João de Deus |
author_role |
author |
dc.contributor.none.fl_str_mv |
Bertoldo, Ernesto Sérgio http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727397A0 Agustini, Carmen Lucia Hernandes http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795563U6 Tavares, Carla Nunes Vieira http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779574D0 Ghiraldelo, Claudete Moreno http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782426D0 Silva, Carmem Luci da Costa http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795852U3 |
dc.contributor.author.fl_str_mv |
Leite, João de Deus |
dc.subject.por.fl_str_mv |
Diretrizes oficiais Posição discursivo-enunciativa Identificação Gêneros de texto Gramática normativa Official Guidelines Discursive- enunciative position identification Text Genres Normative grammar CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Diretrizes oficiais Posição discursivo-enunciativa Identificação Gêneros de texto Gramática normativa Official Guidelines Discursive- enunciative position identification Text Genres Normative grammar CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This thesis approaches the interlocution game between teacher and student(s), build up in the classroom. We show that this game produces a discursive relationship between the teacher and students with the Portuguese language. Focused on the teacher, it is our intention to discuss the discursive relationship that he is to construct with his object of work and with the official guidelines for the teaching of Portuguese, taking into account the classroom. The official guidelines for the teaching of Portuguese work as a reference both for the teacher and for the school. They guide the teacher s pedagogical practice in the classroom. Textual genres are to be taken as a starting point in the Portuguese language classes. To the same extent, the teaching of normative grammar is also to be integrated to the text. However, having in mind that there is a relationship to knowledge that should be taken into account, it is necessary to consider that the relationship between the teacher and his object of work as well as with the official guidelines are not taken for granted and not necessarily successful. As assumed in this thesis, the teacher is supposed to construct and exercise a discursive-enunciative position, which allows him to enunciate from such a perspective. The way the teacher enunciates himself shows the contingency of the relation to the same extent that it also shows a necessary relation with his object of work and with the official guidelines. Thus, assuming the classroom as a discursive instance, we show that it works as a place in which knowledge is constantly being (re)created. It is the teacher s task to (re)invent such knowledge. This (re)invention, once it is of an enunciative character, occurs in singular temporal and spatial movements. As a consequence, the transmissibility possible between teacher and students is that of the enigma. In addition, the effects of the enunciation the teacher provides the students with are neither controllable nor predictable. Thus, this thesis dedicates its efforts in the particular pedagogical practice of a Portuguese teacher who works at a public school. The guiding research question is written in the following way: how does the teacher assume the responsibility for the teaching of Portuguese, taking into account the interlocution game between the teacher and students build up in the classroom? In order to answer such a question, we have dealt with a guiding hypothesis, under which the complex relationship between the teacher and his object of work produces different effects in the classroom. On the one hand, the discursive-enunciative position of the teacher is highlighted. That makes him work with the text by interpreting and associating different kinds of knowledge. The teacher produces fiction with the text by building up different scenarios to approach it. On the other hand, the discursive-enunciative position of the teacher is rarefied. He is not able to face the teaching of the normative grammar. In this case, the teacher produces fixation with grammar by attaching it to places projected by himself. Theoretically, this study is founded on the dialogue among the fields of Discourse analysis, as undertaken by Pêcheux, the Linguistics of Enunciation, as understood by Benveniste and by Psychoanalysis, founded by Freud and Lacan. Enunciative scenes are analyzed in order to show how the exercising of the discursive-enunciative position is assumed and, to the same extent, to discuss the possible implications of such an exercise for the Portuguese classes |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-04-30 2015-02-25 2016-06-22T18:42:08Z 2016-06-22T18:42:08Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
LEITE, João de Deus. Aula de língua portuguesa: das identificações do professor à sua prática. 2015. 248 f. Tese (Doutorado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2015. DOI https://doi.org/10.14393/ufu.te.2015.24 https://repositorio.ufu.br/handle/123456789/15303 https://doi.org/10.14393/ufu.te.2015.24 |
identifier_str_mv |
LEITE, João de Deus. Aula de língua portuguesa: das identificações do professor à sua prática. 2015. 248 f. Tese (Doutorado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2015. DOI https://doi.org/10.14393/ufu.te.2015.24 |
url |
https://repositorio.ufu.br/handle/123456789/15303 https://doi.org/10.14393/ufu.te.2015.24 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf application/pdf |
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Universidade Federal de Uberlândia BR Programa de Pós-graduação em Estudos Linguísticos Linguística Letras e Artes UFU |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia BR Programa de Pós-graduação em Estudos Linguísticos Linguística Letras e Artes UFU |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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1813711485133651968 |