Da desconstrução da escola como espaço do fazer científico em crônicas de Rubem Alves: uma análise semiótica

• Ano de defesa: 2008
• Autor(a) principal: Mourão, Josiberto Carlos Ferreira Silva
• Orientador(a): Hilgert, José Gaston
• Banca de defesa: Brito, Regina Helena Pires de , Brandão, Helena Hathsue Nagamine
• Tipo de documento: Dissertação
• 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: semiótica; discurso; educação; Rubem Alves
• Palavras-chave em Inglês: semiotics; speech; education; Rubem Alves
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25388

The objective of this research is to analyse the theme of the deconstruction of the school as space science in the making of chronic Rubem Alves. The interest in the subject arose of our observation, in our context of job, that the author, so convergent and / or divergent, exerts great influence in the Brazilian educational scenario in addressing school education as a theme for its chronic. As a starting point of work, selected three texts of the author cited most often constituting the corpus of search: Pinoquio às avessas, Gaiolas ou asas? e As lições dos moluscos. In these texts, we have seen that in the speech Alves, it is certain tendency to disregard the school as a place to make scientific and present it, however, as the area of "ideal" (not true) to do so playful - empirical, translated in "learning with pleasure." Although they object to the design of fatalistic formal system of education, such speeches, based on a romantic vision of the world, collaborate, in our view, to divert us the action of the school in the cultivation of values and carrying out functions essential for the formation citizen facing the demands of real life. To demonstrate that the chronicles of Rubem Alves desconstructing the school as an area of scientific and propose how to make that space a playful-empirical, support us an analysis based on the principles of theoretical and methodological Greimasiana semiotic discourse. In this sense, assume that the speech of Alves, with the design of school that argues, has a narrative structure different from that which maintains the speeches in favor of a school whose goal is to promote understanding through rational make-cognitive. And in being true, as semiotics, that distinct narratives involve fundamental structures and discursive specific achievements, we can identify the chronic Rubem Alves, a concept of promoting school education second a vision of a romantic ideal of life in which the affection and pleasure prevail as teaching strategies.