Funcionamento discursivo em orienta??es ao professor no livro did?tico: onde habita a interdi??o

• Ano de defesa: 2015
• Autor(a) principal: Luzza, Daiana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapec?; Programa de P?s-Gradua??o em Estudos Lingu?sticos; UFFS
• Palavras-chave em Português: L?ngua portuguesa; Livro did?tico; An?lise do discurso
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/758

This study aims to understand the discursive functioning on guidelines to teacher in the schoolbook, adopting theoretical concepts presented by Discourse Analysis of French orientation, dialoguing with the History of Linguistic Ideas presented in Brazil (HIL). In this sense, the corpus of this research is constituted by guidelines directed to teacher, present in the reading sections of a Portuguese schoolbook named Projeto Telaris. We choose the reading sections because the statements about reading inability of students bothered us and we decided work with the Projeto Tel?ris (Tel?ris Project) because it was distributed in large quantities for Brazilian schools. Understanding that the schoolbook is a historical object, we search for the meanings produced over time for such empirical object, locus of our object of analysis, the discourse, especially in the narratives of the HIL. In our analysis we use the Discourse Analysis theoretical notions like discursive formation, position-subject, imaginary formation, conditions of production, inter and intradiscourses, reflecting mainly about relations established between imaginary formations to/about the subject-student-reader, the subject-teacher and the schoolbook in the discourses. These relations constitute the subjects and their practice in the classroom. Among these relations, we identify power relations between the social and discursive place of the schoolbook and of the teacher, who in the imaginary functioning is seen as a scientific authority and transmitter of knowledge respectively. We also analyze in the guidelines to the place of/for the student in reading practices, discussing how it works, or how it can work, as a process of individuation of the subject by the State.