The deconstruction of language education policy focus identity of portuguese teacher

• Autor(a) principal: Araújo, Alex Pereira de
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/2827
• topic: Discourse. Language policy. Professor. Identity.; Discurso. Política linguística. Maestro. Identidad.; Discurso. Política linguística. Professor. Identidade.

Using the approach deconstructive discourse, this paper reflects on the national language policy conveyed in the Portuguese National Curriculum (primary school) - whose speech is translated into a sophisticated method of control and in an effective way to manage change (LAWN, 2001, p. 117), in order that "every system of education is a political way of maintaining or modifying the appropriation of discourses, with the knowledge and the powers they bring with them "(FOUCAULT, 2008, p.45).Through this approach, we intend to present and discuss the results analyzed, whose focus is on the representation (s) ID (s) and competencies built for the teachers in this discourse, social representations of the profession of teacher in contemporary Brazilian society, marked by events that follow the dictatorial period, therefore, the country’s democratization and modernization of the state before the demands of the globalized worlds.