Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/25194 |
Resumo: | Our research aims at making some considerations on the Latin cultural identity as it was conducted in the Portuguese language teaching material named Português I, by Domício Proença Filho and Maria Helena Duarte Marques, published by Editora Liceu in 1968 and adopted during the Brazilian military regimen after and because of the Mec/USAID agreements signed in 1965 by the Brazilian Government and the Agency for International Development (AID). This teaching material will be studied in parallel and in opposition to another one, Texto e Contexto, composed by Lidio Tesoto and Norma Discini (responsible for the production of the texts in the book). The latter was published by Editora do Brasil in the 80’s, the exact summit of globalization. Our purpose is to set a parallel bettwen both books so as to make it possible to check what cultural aspects are spread through the teaching materials and in what way they helped to build up the collective cultural imaginary of latinity in Brazil. By means of this study we intend to defend the idea that changes from our Latin-European origin to a Latin-American origin, due to colonialism processes and coloniality-modernity processes afterwards, are responsible to determine our cultural identity, which is nowadays more American than Latin, concerning customs and knowledges of our cultural roots, which are so indispensable to our formation both as human beings and citizens in times of globalized identities. of domination and submission as colonies of being and knowing brings about what Mignolo has called colonial wound (herida colonial) and this leads us to believe in our defficient identitary formation: “el sentimento de inferioridad impuesto em los seres humanos que no encajam em el modelo predeterminado por los relatos euro-americanos.” (MIGNOLO, 2005:17). Confronted with this context, we ask: How are Latin American cultural identity reproduced and represented through discourse of the discursive genre textbook? We are aware that every society receives new features and characteristics, but they don´t put their traditions aside; on the contrary, these traditions may be transformed and upgraded according to the needs and daily uses of that same society. However, how do these updates tend to identify us culturally, as citizens of the 21st century, through the base-texts of textbooks in the Collective Cultural Imaginary of our children? For the development of this study, our theoretical foundation will rely on studies by Elia (1957;1966), Nóbrega (1962), Coutinho (1973), Faria (1941), Romanelli (1986), Althusser (1998), Giddens (1991), Burke (1995), Canclini (1999), Grimal (1999), Bassetto (2001), Hall (2005), Mignolo (2005), Bauman (2008), Neves(2006), Orecchioni (1997), Bakhtin (1997a), (1997b), Marcuschi (2008), Cattelan(2009), among others who, in the course of their work, ground discussions about issues concerning the ideological function of textbooks in Brazil, coloniality / modernity and discursive construction of cultural identity “dispensable” in history and teaching of language and Latin culture in Portuguese language, as well as the role of adjectives, adjective clauses and discursive genres (compositional structure and thematic contents) as discursive modalizers and formers of a subaltern Latin cultural identity, in portuguese language teaching manuals in Brazil. |
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2017-11-01T15:28:07Z2020-05-28T18:12:18Z2020-05-28T18:12:18Z2017-08-11SANTOS, Clemilton Pereira dos. Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa. 2017. 295 f. Tese( Letras) - Universidade Presbiteriana Mackenzie, São Paulo .http://dspace.mackenzie.br/handle/10899/25194Our research aims at making some considerations on the Latin cultural identity as it was conducted in the Portuguese language teaching material named Português I, by Domício Proença Filho and Maria Helena Duarte Marques, published by Editora Liceu in 1968 and adopted during the Brazilian military regimen after and because of the Mec/USAID agreements signed in 1965 by the Brazilian Government and the Agency for International Development (AID). This teaching material will be studied in parallel and in opposition to another one, Texto e Contexto, composed by Lidio Tesoto and Norma Discini (responsible for the production of the texts in the book). The latter was published by Editora do Brasil in the 80’s, the exact summit of globalization. Our purpose is to set a parallel bettwen both books so as to make it possible to check what cultural aspects are spread through the teaching materials and in what way they helped to build up the collective cultural imaginary of latinity in Brazil. By means of this study we intend to defend the idea that changes from our Latin-European origin to a Latin-American origin, due to colonialism processes and coloniality-modernity processes afterwards, are responsible to determine our cultural identity, which is nowadays more American than Latin, concerning customs and knowledges of our cultural roots, which are so indispensable to our formation both as human beings and citizens in times of globalized identities. of domination and submission as colonies of being and knowing brings about what Mignolo has called colonial wound (herida colonial) and this leads us to believe in our defficient identitary formation: “el sentimento de inferioridad impuesto em los seres humanos que no encajam em el modelo predeterminado por los relatos euro-americanos.” (MIGNOLO, 2005:17). Confronted with this context, we ask: How are Latin American cultural identity reproduced and represented through discourse of the discursive genre textbook? We are aware that every society receives new features and characteristics, but they don´t put their traditions aside; on the contrary, these traditions may be transformed and upgraded according to the needs and daily uses of that same society. However, how do these updates tend to identify us culturally, as citizens of the 21st century, through the base-texts of textbooks in the Collective Cultural Imaginary of our children? For the development of this study, our theoretical foundation will rely on studies by Elia (1957;1966), Nóbrega (1962), Coutinho (1973), Faria (1941), Romanelli (1986), Althusser (1998), Giddens (1991), Burke (1995), Canclini (1999), Grimal (1999), Bassetto (2001), Hall (2005), Mignolo (2005), Bauman (2008), Neves(2006), Orecchioni (1997), Bakhtin (1997a), (1997b), Marcuschi (2008), Cattelan(2009), among others who, in the course of their work, ground discussions about issues concerning the ideological function of textbooks in Brazil, coloniality / modernity and discursive construction of cultural identity “dispensable” in history and teaching of language and Latin culture in Portuguese language, as well as the role of adjectives, adjective clauses and discursive genres (compositional structure and thematic contents) as discursive modalizers and formers of a subaltern Latin cultural identity, in portuguese language teaching manuals in Brazil.Nosso trabalho visa a refletir a respeito da identidade cultural latina veiculada no material didático de língua portuguesa Português 1, de Domício Proença Filho e Maria Helena Duarte Marques, publicado pela Editora Liceu em 1968 e adotado em período do regime militar em decorrência dos acordos MEC/USAID assinados em 1965 pelo governo brasileiro e pela Agency for International Development (AID), em um contraponto com material didático de língua portuguesa, intitulado Texto e Contexto, de Lídio Tesoto e Norma Discini, publicado pela editora do Brasil, na década de 80, apogeu da globalização. Nosso intuito é o de estabelecer paralelo entre os dois materiais de modo a verificar quais aspectos culturais permeavam os manuais de ensino e de que forma eles contribuíram para a construção do imaginário cultural coletivo de latinidade no Brasil. Por intermédio deste estudo pretendemos defender a ideia de que a mudança de nossa origem latino-europeia para latino-americana, em razão dos processos de colonialismo e, posteriormente, colonialidade/ modernidade, e estes determinam nossa identidade cultural, a qual se configura hoje mais como americana que latina, em relação aos costumes e ao conhecimento sobre as raízes culturais tão imprescindíveis à nossa formação humanitária e cidadã em tempos de identidade globalizada, de dominação e submissão enquanto colônias do ser e do saber que nos leva a crer em nossa formação identitária deficiente: “el sentimento de inferioridad impuesto em los seres humanos que no encajam em el modelo predeterminado por los relatos euro-americanos.” (MIGNOLO, 2005:17). Em face desse contexto, indagamos: Como se reproduzem e se representam, mediante o discurso do gênero discursivo livro didático nossa identidade cultural latino-americana? Temos ciência de que cada sociedade recebe traços e características novas, sem, no entanto, eximir-se de suas tradições, podendo até mesmo transformá-las e atualizá-las conforme suas necessidades e usos diários. No entanto, como essas atualizações tendem a nos identificar culturalmente, enquanto cidadãos do século XXI, através dos textos-base dos livros didáticos no imaginário cultural coletivo das nossas crianças? Para o desenvolvimento deste estudo, nosso embasamento teórico passa pelos estudos de Elia (1957 e 1966), Nóbrega (1962), Coutinho (1973), Faria (1941), Romanelli (1986), Althusser (1998), Giddens (1991), Burke (1995), Canclini (1999), Grimal (1999), Bassetto (2001), Hall (2005), Mignolo (2005), Bauman (2008), Neves(2006), Orecchioni (1997), Bakhtin (1997a), (1997b), Marcuschi (2008), Cattelan(2009) dentre outros que, no decorrer do trabalho, fundamentam discussões acerca de questões referentes à função ideológica dos manuais didáticos no Brasil, à colonialidade/modernidade e construção discursiva da identidade cultural “prescindível” na história e ensino de língua e de cultura latina em língua portuguesa, bem como ao papel dos adjetivos, orações adjetivas e gêneros discursivos ( estrutura composicional e conteúdos temáticos) enquanto modalizadores discursivos e formadores de uma identidade cultural latina subalterna, nos manuais de ensino de língua portuguesa no Brasil.application/pdfporUniversidade Presbiteriana MackenzieLetrasUPMBrasilCentro de Educação, Filosofia e Teologia (CEFT)http://creativecommons.org/licenses/by-nd/4.0/info:eu-repo/semantics/openAccesshistória e ensino de língua latina.colonialismo e estratégias de colonialidade.livro didático.ensino de língua portuguesa.identidade cultural latinaCNPQ::LINGUISTICA, LETRAS E ARTESCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS CLASSICASLatinidade: uma questão de identidade em manuais didáticos de língua portuguesainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSantos, Elaine Cristina Prado doshttp://lattes.cnpq.br/4458112055578708Bastos, Neusa Maria Barbosa OliveiraHanna, Vera Lúcia HarabagiThomas, Márcio NatalinoVieira, Vinícius Gonçalveshttp://lattes.cnpq.br/4336572722397251Santos, Clemilton Pereira doshttp://tede.mackenzie.br/jspui/retrieve/15161/Clemilton%20Pereira%20dos%20Santos.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/3386/5/Clemilton%20Pereira%20dos%20Santos.pdfhistory and teaching of Latin language.colonialism and Coloniality strategy.didactic book.teaching of Portuguese language.latin cultural identity.reponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/251942020-05-28 15:12:18.718Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa |
title |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa |
spellingShingle |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa Santos, Clemilton Pereira dos história e ensino de língua latina. colonialismo e estratégias de colonialidade. livro didático. ensino de língua portuguesa. identidade cultural latina CNPQ::LINGUISTICA, LETRAS E ARTES CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS CLASSICAS |
title_short |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa |
title_full |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa |
title_fullStr |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa |
title_full_unstemmed |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa |
title_sort |
Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa |
author |
Santos, Clemilton Pereira dos |
author_facet |
Santos, Clemilton Pereira dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Elaine Cristina Prado dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4458112055578708 |
dc.contributor.referee1.fl_str_mv |
Bastos, Neusa Maria Barbosa Oliveira |
dc.contributor.referee2.fl_str_mv |
Hanna, Vera Lúcia Harabagi |
dc.contributor.referee3.fl_str_mv |
Thomas, Márcio Natalino |
dc.contributor.referee4.fl_str_mv |
Vieira, Vinícius Gonçalves |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4336572722397251 |
dc.contributor.author.fl_str_mv |
Santos, Clemilton Pereira dos |
contributor_str_mv |
Santos, Elaine Cristina Prado dos Bastos, Neusa Maria Barbosa Oliveira Hanna, Vera Lúcia Harabagi Thomas, Márcio Natalino Vieira, Vinícius Gonçalves |
dc.subject.por.fl_str_mv |
história e ensino de língua latina. colonialismo e estratégias de colonialidade. livro didático. ensino de língua portuguesa. identidade cultural latina |
topic |
história e ensino de língua latina. colonialismo e estratégias de colonialidade. livro didático. ensino de língua portuguesa. identidade cultural latina CNPQ::LINGUISTICA, LETRAS E ARTES CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS CLASSICAS |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS CLASSICAS |
description |
Our research aims at making some considerations on the Latin cultural identity as it was conducted in the Portuguese language teaching material named Português I, by Domício Proença Filho and Maria Helena Duarte Marques, published by Editora Liceu in 1968 and adopted during the Brazilian military regimen after and because of the Mec/USAID agreements signed in 1965 by the Brazilian Government and the Agency for International Development (AID). This teaching material will be studied in parallel and in opposition to another one, Texto e Contexto, composed by Lidio Tesoto and Norma Discini (responsible for the production of the texts in the book). The latter was published by Editora do Brasil in the 80’s, the exact summit of globalization. Our purpose is to set a parallel bettwen both books so as to make it possible to check what cultural aspects are spread through the teaching materials and in what way they helped to build up the collective cultural imaginary of latinity in Brazil. By means of this study we intend to defend the idea that changes from our Latin-European origin to a Latin-American origin, due to colonialism processes and coloniality-modernity processes afterwards, are responsible to determine our cultural identity, which is nowadays more American than Latin, concerning customs and knowledges of our cultural roots, which are so indispensable to our formation both as human beings and citizens in times of globalized identities. of domination and submission as colonies of being and knowing brings about what Mignolo has called colonial wound (herida colonial) and this leads us to believe in our defficient identitary formation: “el sentimento de inferioridad impuesto em los seres humanos que no encajam em el modelo predeterminado por los relatos euro-americanos.” (MIGNOLO, 2005:17). Confronted with this context, we ask: How are Latin American cultural identity reproduced and represented through discourse of the discursive genre textbook? We are aware that every society receives new features and characteristics, but they don´t put their traditions aside; on the contrary, these traditions may be transformed and upgraded according to the needs and daily uses of that same society. However, how do these updates tend to identify us culturally, as citizens of the 21st century, through the base-texts of textbooks in the Collective Cultural Imaginary of our children? For the development of this study, our theoretical foundation will rely on studies by Elia (1957;1966), Nóbrega (1962), Coutinho (1973), Faria (1941), Romanelli (1986), Althusser (1998), Giddens (1991), Burke (1995), Canclini (1999), Grimal (1999), Bassetto (2001), Hall (2005), Mignolo (2005), Bauman (2008), Neves(2006), Orecchioni (1997), Bakhtin (1997a), (1997b), Marcuschi (2008), Cattelan(2009), among others who, in the course of their work, ground discussions about issues concerning the ideological function of textbooks in Brazil, coloniality / modernity and discursive construction of cultural identity “dispensable” in history and teaching of language and Latin culture in Portuguese language, as well as the role of adjectives, adjective clauses and discursive genres (compositional structure and thematic contents) as discursive modalizers and formers of a subaltern Latin cultural identity, in portuguese language teaching manuals in Brazil. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-11-01T15:28:07Z 2020-05-28T18:12:18Z |
dc.date.issued.fl_str_mv |
2017-08-11 |
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2020-05-28T18:12:18Z |
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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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publishedVersion |
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SANTOS, Clemilton Pereira dos. Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa. 2017. 295 f. Tese( Letras) - Universidade Presbiteriana Mackenzie, São Paulo . |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/25194 |
identifier_str_mv |
SANTOS, Clemilton Pereira dos. Latinidade: uma questão de identidade em manuais didáticos de língua portuguesa. 2017. 295 f. Tese( Letras) - Universidade Presbiteriana Mackenzie, São Paulo . |
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http://dspace.mackenzie.br/handle/10899/25194 |
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por |
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Centro de Educação, Filosofia e Teologia (CEFT) |
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Universidade Presbiteriana Mackenzie |
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