A olimpíada de língua portuguesa escrevendo o futuro como dispositivo de rarefação discursiva na formação docente

• Ano de defesa: 2019
• Autor(a) principal: Santos, Arminda Maria de Freitas
• Orientador(a): Costa, Alexandre Ferreira da
• Banca de defesa: Costa, Alexandre Ferreira da, Pinto, Divino José, Souza, Agostinho Potenciano de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Olimpíada; Discurso; Formação docente
• Palavras-chave em Inglês: Olympiad; Discourse; Teacher formation
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9374

This project aims at the Portuguese Language Olympiad Writing the Future and its discursive effects on the continuing formation of teachers. The Olympiad is a joint action of the Ministry of Education (MEC), Fundação Itaú Social (FIS) and the Center for Studies and Research in Education, Culture and Community Action (Cenpec). Its declared purpose is to strengthen education in the country, improving the reading and writing practices of Brazilian students and providing training opportunities for its teachers. These objectives are analyzed with special attention to the processes of active responsive understanding of the teachers, based on their dialogic scope. In this sense, it is sought to verify, through the examination of the speeches mobilized by the teachers involved, how and to what extent the theoretical-methodological orientations addressed to them interfere in their conceptions of language teaching. Such discursive and dialogical elements will be investigated through the study of the “report of practice” genre, produced by teachers enrolled in the Olympiad, as well as by examining the theoretical reference indicated in the training and presented by the Guidance Notebooks for the teacher. These notebooks also consider the Bakhtinian paradigms alongside the methodology of didactic sequences, based on the reflections of Schneuwly and Dolz. It is, therefore, a research that will constitute its corpus by the documentary critique of the referred genres. Among the fundamental theoretical principles of this investigation are foucauld archeology, Bakhtinian gender theory, and faircloughian discourse analysis.