Discurso e prática docente no ensino superior: discussão e encaminhamentos

• Ano de defesa: 2014
• Autor(a) principal: Chaves, Luci Fumiko Matsu
• Orientador(a): Vasconcelos, Maria Lúcia Marcondes Carvalho
• Banca de defesa: Iannone, Leila Rentroia , Bridi, Marlise Vaz , Pinto, Elisa Guimarães , Brito, Regina Helena Pires de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Letras
• Departamento: Letras
• País: BR
• Palavras-chave em Português: discurso; prática pedagógica; ensino superior; cultura; educação dialógica
• Palavras-chave em Inglês: discourse; pedagogic practice; higher education; culture; dialogical education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25120

This research, of a qualitative approach, aims to study the discourse and pedagogic practice by analyzing the discourses of professors holding a bachelor s degree as their initial qualification and observing their teaching practice. For this purpose, semi-structured interviews and a participant observation were conducted Field Notes and Excerpts of professors impressions, constituting, then, the corpus of this paper. The theoretical support was primarily based on the works by Paulo Freire (1987, 2001 and 2005) and the Critical Discourse Analyses (CDA) Textually Oriented Discourse Analysis (TODA) by Fairclough (2008), understanding discourse as one of the elements of the social practices analyzed herein. The texts were analyzed by two fundamental axes: perception and expectation the teacher; and categories of analysis: progressive discourse; traditional discourse; discourse on educational polices; discourse on quality; marketing discourse and transformational discourse. The analyses of the research have unveiled the distance existing between the perceptions of a professor s discourse and his/her pedagogic practice. Professors have a progressive discourse and, contradictorily, perform a traditional practice. It is also noted that the process adesivar of a discourse that is not his/hers, but that is assumed by the professor as such, is influenced by the institutional culture and the plurality of the discourse to which he/she is exposed in his/her daily working routing, which reflects in the constitution of his/her identity as a professor. Therefore this research proposes that there must be a comparison between what is said and what is done, resignifying the pedagogic practice and that the progressive discourse previously taken in possession actually be internalized, without which the quality in higher education will not be achieved. The thesis defended herein is that the positioning in favor of a dialogical education purposeful and transformational practice will be possible only if the professor internalizes the progressive discourse rather than repeating it mechanically.