O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Sergipe
|
Programa de Pós-Graduação: |
Pós-Graduação em Letras
|
Departamento: |
Não Informado pela instituição
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://ri.ufs.br/handle/riufs/5833 |
Resumo: | The language teaching has been the subject of discussion in the scientific world for many years, as the approach adopted by teachers is still based on a traditional view of education, more precisely, in the teaching of Grammar Rule. That teaching method has caused a large quantity of withdrawal by the student within the public school, mainly due to the structural repetition of exercises, so that the learner does not perceive the language as a dynamic, historical and dialogical. Consequently, this practice excludes the subject of the processes of verbal interaction. In this context we present research studies related to this work. We work with the theories of Pêcheux (1988), Soares (2001), Guimarães (2005), Barros (2008), Foucault (2008, 2009), Orlandi (1984, 2007, 2009), Mendonça (2009), from which we construct the discussions on the subject. First, we address the process of transmitting knowledge in school, whose legacy is socially approved, revealing the different ways of conceiving the discipline in this pedagogical space, through the control mechanisms mentioned by Foucault (2009). Besides these aspects, we conducted a brief discussion of the pedagogical discourse, present in the school, because we believe that the teacher, who is authorized by the school to create awareness, brings with him a discourse of truth permeated institutionally. However, affected by the forgetting of nº 1, the subject imagines himself as the author of this discourse. Thus, we introduce the postulates of interdiscourse, intradiscourse, forgetting nº 1 and nº 2 (PÊCHEUX, 1988). Then we made a brief historical review of the institution of grammar at school (from Greece to the twentieth century) to understand the overvaluation of the norm in everyday subjects investigated. We also realize a brief summary of the process of establishing the LP in Brazil. By understanding that language is plurivocal, we brought the studies of Bakhtin (2003, 2009), with regard to the enunciation. We also made an approach to the Ethos notion postulated by Maingueneau (1997, 2006, 2008) and Amossy (2008). Finally, we proceeded to a discourse analysis of the teachers‟ speech, based on the postulates discussed. In this context, it is configured as qualitative research, because the discursive analysis of informants' speech. |
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Aragão, Carlos Alexandre Nascimentohttp://lattes.cnpq.br/3319293428533441Barros, Maria Emília de Rodat de Aguiar Barretohttp://lattes.cnpq.br/73000925649427622017-09-27T13:40:46Z2017-09-27T13:40:46Z2012-06-18https://ri.ufs.br/handle/riufs/5833The language teaching has been the subject of discussion in the scientific world for many years, as the approach adopted by teachers is still based on a traditional view of education, more precisely, in the teaching of Grammar Rule. That teaching method has caused a large quantity of withdrawal by the student within the public school, mainly due to the structural repetition of exercises, so that the learner does not perceive the language as a dynamic, historical and dialogical. Consequently, this practice excludes the subject of the processes of verbal interaction. In this context we present research studies related to this work. We work with the theories of Pêcheux (1988), Soares (2001), Guimarães (2005), Barros (2008), Foucault (2008, 2009), Orlandi (1984, 2007, 2009), Mendonça (2009), from which we construct the discussions on the subject. First, we address the process of transmitting knowledge in school, whose legacy is socially approved, revealing the different ways of conceiving the discipline in this pedagogical space, through the control mechanisms mentioned by Foucault (2009). Besides these aspects, we conducted a brief discussion of the pedagogical discourse, present in the school, because we believe that the teacher, who is authorized by the school to create awareness, brings with him a discourse of truth permeated institutionally. However, affected by the forgetting of nº 1, the subject imagines himself as the author of this discourse. Thus, we introduce the postulates of interdiscourse, intradiscourse, forgetting nº 1 and nº 2 (PÊCHEUX, 1988). Then we made a brief historical review of the institution of grammar at school (from Greece to the twentieth century) to understand the overvaluation of the norm in everyday subjects investigated. We also realize a brief summary of the process of establishing the LP in Brazil. By understanding that language is plurivocal, we brought the studies of Bakhtin (2003, 2009), with regard to the enunciation. We also made an approach to the Ethos notion postulated by Maingueneau (1997, 2006, 2008) and Amossy (2008). Finally, we proceeded to a discourse analysis of the teachers‟ speech, based on the postulates discussed. In this context, it is configured as qualitative research, because the discursive analysis of informants' speech.O ensino de língua vem sendo alvo de discussão no universo científico há muitos anos, por a abordagem adotada pelos professores ainda estar pautada em uma perspectiva tradicional de ensino, mais precisamente, no ensino da Gramática Normativa. Isso tem provocado um grande quantitativo de desistência por parte do estudante, no âmbito da Escola Pública, principalmente, por conta da repetição de exercícios estruturais, fazendo com que o aprendiz não perceba a língua como dinâmica, histórica e dialógica. Consequentemente, essa prática exclui os sujeitos dos processos de interação verbal. É nesse contexto de investigação que apresentamos os estudos relacionados a este trabalho. Trabalhamos com os pontos de vistas de Pêcheux (1988), Soares (2001), Guimarães (2005), Barros (2008), Foucault (2008, 2009), Orlandi (1984, 2007, 2009), Mendonça (2009), à luz dos quais construímos os patamares das discussões acerca desse tema. Primeiramente, buscamos abordar o processo de transmissão do conhecimento na escola, cujo legado é autorizado socialmente, revelando as diferentes formas de se conceber a disciplina nesse espaço pedagógico, através dos mecanismos de controle apontados por Foucault (2009). Além desses aspectos, realizamos uma breve discussão sobre o discurso pedagógico, presente no espaço escolar, por acreditarmos que o docente, ao ser autorizado pela escola a transmitir o conhecimento, traz consigo um discurso de verdade perpassado institucionalmente. No entanto, afetado pelo esquecimento de nº 1, o locutor-sujeito imagina-se como autor desse discurso. Dessa forma, introduzimos os postulados do interdiscurso, do intradiscurso, dos esquecimentos de nº 1 e de nº 2 (PÊCHEUX, 1988). Em seguida, fizemos uma breve retrospectiva histórica da instituição da gramática no espaço escolar (da Grécia ao século XX), a fim entendermos a supervalorização da norma no cotidiano dos sujeitos investigados. Ainda realizamos uma breve síntese do processo de instauração da LP no Brasil. Por entendermos que a língua é plurivocal, trazemos à baila os estudos de Bakhtin (2003, 2009), no que se refere à enunciação. Fizemos também uma abordagem da noção de Ethos, postulada por Maingueneau (1997, 2006, 2008) e por Amossy (2008). Por fim, procedemos a uma análise das falas dos sujeitos professores à luz dos postulados discutidos. Nesse contexto, esta pesquisa se configura como qualitativa, haja vista a análise discursiva das falas dos informantes.application/pdfporUniversidade Federal de SergipePós-Graduação em LetrasUFSBREnsino de língua portuguesaDiscursoEthos discursivoTeaching of portuguese languageDiscourseDiscursive ethosCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASO professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALCARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdfapplication/pdf636106https://ri.ufs.br/jspui/bitstream/riufs/5833/1/CARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdf367423a2c56dad0e31b988ca7b4607e7MD51TEXTCARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdf.txtCARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdf.txtExtracted texttext/plain253154https://ri.ufs.br/jspui/bitstream/riufs/5833/2/CARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdf.txtbc854a3ab4633437c1db455952caee97MD52THUMBNAILCARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdf.jpgCARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdf.jpgGenerated Thumbnailimage/jpeg1183https://ri.ufs.br/jspui/bitstream/riufs/5833/3/CARLOS_ALEXANDRE_NASCIMENTO_ARAGAO.pdf.jpg1b71f2b29425472fe1df3536d798f6a9MD53riufs/58332018-01-15 20:11:36.681oai:ufs.br:riufs/5833Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-01-15T23:11:36Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe |
title |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe |
spellingShingle |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe Aragão, Carlos Alexandre Nascimento Ensino de língua portuguesa Discurso Ethos discursivo Teaching of portuguese language Discourse Discursive ethos CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe |
title_full |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe |
title_fullStr |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe |
title_full_unstemmed |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe |
title_sort |
O professor de língua portuguesa e as imagens de si - município de Monte Alegre de Sergipe |
author |
Aragão, Carlos Alexandre Nascimento |
author_facet |
Aragão, Carlos Alexandre Nascimento |
author_role |
author |
dc.contributor.author.fl_str_mv |
Aragão, Carlos Alexandre Nascimento |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3319293428533441 |
dc.contributor.advisor1.fl_str_mv |
Barros, Maria Emília de Rodat de Aguiar Barreto |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7300092564942762 |
contributor_str_mv |
Barros, Maria Emília de Rodat de Aguiar Barreto |
dc.subject.por.fl_str_mv |
Ensino de língua portuguesa Discurso Ethos discursivo |
topic |
Ensino de língua portuguesa Discurso Ethos discursivo Teaching of portuguese language Discourse Discursive ethos CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Teaching of portuguese language Discourse Discursive ethos |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The language teaching has been the subject of discussion in the scientific world for many years, as the approach adopted by teachers is still based on a traditional view of education, more precisely, in the teaching of Grammar Rule. That teaching method has caused a large quantity of withdrawal by the student within the public school, mainly due to the structural repetition of exercises, so that the learner does not perceive the language as a dynamic, historical and dialogical. Consequently, this practice excludes the subject of the processes of verbal interaction. In this context we present research studies related to this work. We work with the theories of Pêcheux (1988), Soares (2001), Guimarães (2005), Barros (2008), Foucault (2008, 2009), Orlandi (1984, 2007, 2009), Mendonça (2009), from which we construct the discussions on the subject. First, we address the process of transmitting knowledge in school, whose legacy is socially approved, revealing the different ways of conceiving the discipline in this pedagogical space, through the control mechanisms mentioned by Foucault (2009). Besides these aspects, we conducted a brief discussion of the pedagogical discourse, present in the school, because we believe that the teacher, who is authorized by the school to create awareness, brings with him a discourse of truth permeated institutionally. However, affected by the forgetting of nº 1, the subject imagines himself as the author of this discourse. Thus, we introduce the postulates of interdiscourse, intradiscourse, forgetting nº 1 and nº 2 (PÊCHEUX, 1988). Then we made a brief historical review of the institution of grammar at school (from Greece to the twentieth century) to understand the overvaluation of the norm in everyday subjects investigated. We also realize a brief summary of the process of establishing the LP in Brazil. By understanding that language is plurivocal, we brought the studies of Bakhtin (2003, 2009), with regard to the enunciation. We also made an approach to the Ethos notion postulated by Maingueneau (1997, 2006, 2008) and Amossy (2008). Finally, we proceeded to a discourse analysis of the teachers‟ speech, based on the postulates discussed. In this context, it is configured as qualitative research, because the discursive analysis of informants' speech. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-06-18 |
dc.date.accessioned.fl_str_mv |
2017-09-27T13:40:46Z |
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2017-09-27T13:40:46Z |
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masterThesis |
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Universidade Federal de Sergipe |
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Pós-Graduação em Letras |
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UFS |
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BR |
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