The teacher and the polis: educational chronotropes and social inclusion at school

Detalhes bibliográficos
Autor(a) principal: Oliveira, Míria Gomes de
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/417
Resumo:  In this paper, I analyze interactions between teachers and teacher trainers during in service educational meetings at county schools in Belo Horizonte, Brazil, focusing on the issue of social inclusion. Based on the concept of “chronotope”(BAKHTIN, 1988) and on the historical perspective of Saviane (2002), my objective is to discuss how educational discourses are materialized in the language of teacher trainers and how the ideology of different times and places can be identified in their speech. The analysis reveals interwoven educational discourses and the connections between teachers’ discourses, actions and attitudes towards Social Inclusion at School Project, Plural School, running since 1995.
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spelling The teacher and the polis: educational chronotropes and social inclusion at schoolEl profesor y la polis: cronotopos educacionales e inclusión social en la escuelaLe professeur et la polis: chronotopes dans l’éducation et inclusion sociale à l’écoleO professor e a pólis: cronotopos educacionais e inclusão social na escolaDiscourse analysisTeacher educationSocial inclusion at schoolAnálisis del discursoFormación de profesoresEducación escolarInclusión socialAnalyse du discourseFormation de professeursEducation à l’écoleInclusion socialeAnálise do discursoFormação de professoresEducação escolarInclusão social In this paper, I analyze interactions between teachers and teacher trainers during in service educational meetings at county schools in Belo Horizonte, Brazil, focusing on the issue of social inclusion. Based on the concept of “chronotope”(BAKHTIN, 1988) and on the historical perspective of Saviane (2002), my objective is to discuss how educational discourses are materialized in the language of teacher trainers and how the ideology of different times and places can be identified in their speech. The analysis reveals interwoven educational discourses and the connections between teachers’ discourses, actions and attitudes towards Social Inclusion at School Project, Plural School, running since 1995.En este artículo, teniendo como foco el tema de la inclusión social, analizo charlas y fragmentos de interacciones de profesores durante reuniones de formación en servicio en escuelas municipales de Belo Horizonte (Minas Gerais, Brasil). Basándome en el concepto de “cronotopo” (BAKHTIN, 1988) y en la perspectiva histórica del trabajo de Saviani (2002), mi objetivo es discutir como discursos educacionales son materializados en el lenguaje de los educadores y como la ideología de diferentes tiempos y espacios puede ser notada en sus charlas. Los análisis muestran el entrecruzamiento de discursos educacionales y las relaciones entre discursos, acciones y actitudes de los profesores delante del Proyecto de Inclusión Social en la Escuela, “Escuela Plural”, en funcionamiento desde 1995.Dans cet article, ayant comme point focal l’inclusion sociale, je fais l’analyse des parlers et fragments d’interactions de professeurs pendant des réunions de formation professionnelle dans des écoles municipales de Belo horizonte (Minas Gerais, Brasil). Ayant comme base la notion de “chronotope” (BAKHTIN, 1988) et dans la perspective historique du travail de Saviani (2002), mon objectif est celui de discuter comment des discours tournés à l’éducation sont matéarialisés dans le langage des éducateurs et comment l’ídéologie des temps différents et espaces peut être remarquée dans leurs parlers. Les analyses démontrent l’entrecroisement de discours de l’éducation et les rapports entre discours, actions et attitudes des professeurs devant le Projet de l’Inclusion Sociale à l’Ècole, “Escola Plural”, en route depuis 1995.Neste artigo, tendo como foco o tema da inclusão social, analiso falas e fragmentos de interações de professores durante reuniões de formação em serviço em escolas municipais de Belo Horizonte (Minas Gerais, Brasil). Baseando-me no conceito de “cronotopo” (BAKHTIN, 1988) e na perspectiva histórica do trabalho de Saviani (2002), meu objetivo é discutir como discursos educacionais são materializados na linguagem dos educadores e como a ideologia de diferentes tempos e espaços pode ser notada em suas falas. As análises mostram o entrecruzamento de discursos educacionais e as relações entre discursos, ações e atitudes dos professores diante do Projeto de Inclusão Social na Escola, “Escola Plural”, em funcionamento desde 1995.Silvânia Siebert2010-10-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/417Linguagem em (Dis)curso; Vol. 9 No. 2 (2009); p. 273-302Linguagem em (Dis)curso; v. 9 n. 2 (2009); p. 273-3021982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/417/437Oliveira, Míria Gomes deinfo:eu-repo/semantics/openAccess2015-10-02T16:48:05Zoai:portaldeperiodicos.animaeducacao.com.br:article/417Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2015-10-02T16:48:05Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv The teacher and the polis: educational chronotropes and social inclusion at school
El profesor y la polis: cronotopos educacionales e inclusión social en la escuela
Le professeur et la polis: chronotopes dans l’éducation et inclusion sociale à l’école
O professor e a pólis: cronotopos educacionais e inclusão social na escola
title The teacher and the polis: educational chronotropes and social inclusion at school
spellingShingle The teacher and the polis: educational chronotropes and social inclusion at school
Oliveira, Míria Gomes de
Discourse analysis
Teacher education
Social inclusion at school
Análisis del discurso
Formación de profesores
Educación escolar
Inclusión social
Analyse du discourse
Formation de professeurs
Education à l’école
Inclusion sociale
Análise do discurso
Formação de professores
Educação escolar
Inclusão social
title_short The teacher and the polis: educational chronotropes and social inclusion at school
title_full The teacher and the polis: educational chronotropes and social inclusion at school
title_fullStr The teacher and the polis: educational chronotropes and social inclusion at school
title_full_unstemmed The teacher and the polis: educational chronotropes and social inclusion at school
title_sort The teacher and the polis: educational chronotropes and social inclusion at school
author Oliveira, Míria Gomes de
author_facet Oliveira, Míria Gomes de
author_role author
dc.contributor.author.fl_str_mv Oliveira, Míria Gomes de
dc.subject.por.fl_str_mv Discourse analysis
Teacher education
Social inclusion at school
Análisis del discurso
Formación de profesores
Educación escolar
Inclusión social
Analyse du discourse
Formation de professeurs
Education à l’école
Inclusion sociale
Análise do discurso
Formação de professores
Educação escolar
Inclusão social
topic Discourse analysis
Teacher education
Social inclusion at school
Análisis del discurso
Formación de profesores
Educación escolar
Inclusión social
Analyse du discourse
Formation de professeurs
Education à l’école
Inclusion sociale
Análise do discurso
Formação de professores
Educação escolar
Inclusão social
description  In this paper, I analyze interactions between teachers and teacher trainers during in service educational meetings at county schools in Belo Horizonte, Brazil, focusing on the issue of social inclusion. Based on the concept of “chronotope”(BAKHTIN, 1988) and on the historical perspective of Saviane (2002), my objective is to discuss how educational discourses are materialized in the language of teacher trainers and how the ideology of different times and places can be identified in their speech. The analysis reveals interwoven educational discourses and the connections between teachers’ discourses, actions and attitudes towards Social Inclusion at School Project, Plural School, running since 1995.
publishDate 2010
dc.date.none.fl_str_mv 2010-10-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/417
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/417
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/417/437
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 9 No. 2 (2009); p. 273-302
Linguagem em (Dis)curso; v. 9 n. 2 (2009); p. 273-302
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
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