Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada
Ano de defesa: | 2016 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
Departamento: |
Letras
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/4019 |
Resumo: | To build a transformative school, capable of promoting the insertion of its students within social literacy practices, according to Liberali et. al. (2006, p. 170), a joint action between university, school and community is required. In this context of action, the teacher is a central subject, despite the historical disempowerment that challenges them and turns them into a victim of their profession. Assuming that the profession is an important part in the definition of any individual identity, the objective of this study is to examine, through the lens of Critical Discourse Analysis (CDA) of Norman Fairclough (1989, 1992, 2003), the discourses that teachers participating in a collaborative intervention (MAGALHÃES, 1996; LIBERALI, 1999, for example) produce about themselves in order to identify how their identity practices are constituted. From a perspective of discourse as a social construct, through which participants build their social reality and themselves by discourse, the construction of identity is seen as a constant process and, thus, dependent on discursive realizations in particular circumstances: the meanings participants give themselves and others engaged in discourse. In this sense, identity is never complete, full, but it is always in process through discourse (MOITA LOPES, 2002, p. 34). To achieve the aim of this study, we provided a collaborative space for reflection between the The Lab for Research and Teaching of Reading and Writing (Labler/Federal University of Santa Maria) and a state high school, located in the state of Rio Grande do Sul. The investigated universe of analysis is the faculty segment of this public school. In this universe, the corpus for this study was generated through reflective sessions, provided by the practice of collaborative intervention and composed of discourses of eight teachers of different disciplines. For the analysis, the linguistic data of the participants was segmented into analyzable units associated with the Appraisal Theory (MARTIN; WHITE, 2005) and interpreted discursively using a theoretical framework centered on ACD. The analysis of the discourses of these participants provided textual evidence that their career path, the current work in the school, the teaching profession in their view and in the society s view construct their identities. However, the practice of collaborative intervention proposed caused significant positive effects, generating shifts in the professional identity of these teachers, such as a discourse of resistance to victimization within the teaching profession. |
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2016-08-262016-08-262016-06-30BRASIL, Angela Medeiros de Assis. VICTIMIZATION VERSUS EMPOWERMENT: THE IDENTITIES CONSTITUTED IN THE DISCOURSES OF HIGH SCHOOL TEACHERS IN CONTINUING EDUCATION. 2016. 184 f. Tese (Doutorado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2016.http://repositorio.ufsm.br/handle/1/4019To build a transformative school, capable of promoting the insertion of its students within social literacy practices, according to Liberali et. al. (2006, p. 170), a joint action between university, school and community is required. In this context of action, the teacher is a central subject, despite the historical disempowerment that challenges them and turns them into a victim of their profession. Assuming that the profession is an important part in the definition of any individual identity, the objective of this study is to examine, through the lens of Critical Discourse Analysis (CDA) of Norman Fairclough (1989, 1992, 2003), the discourses that teachers participating in a collaborative intervention (MAGALHÃES, 1996; LIBERALI, 1999, for example) produce about themselves in order to identify how their identity practices are constituted. From a perspective of discourse as a social construct, through which participants build their social reality and themselves by discourse, the construction of identity is seen as a constant process and, thus, dependent on discursive realizations in particular circumstances: the meanings participants give themselves and others engaged in discourse. In this sense, identity is never complete, full, but it is always in process through discourse (MOITA LOPES, 2002, p. 34). To achieve the aim of this study, we provided a collaborative space for reflection between the The Lab for Research and Teaching of Reading and Writing (Labler/Federal University of Santa Maria) and a state high school, located in the state of Rio Grande do Sul. The investigated universe of analysis is the faculty segment of this public school. In this universe, the corpus for this study was generated through reflective sessions, provided by the practice of collaborative intervention and composed of discourses of eight teachers of different disciplines. For the analysis, the linguistic data of the participants was segmented into analyzable units associated with the Appraisal Theory (MARTIN; WHITE, 2005) and interpreted discursively using a theoretical framework centered on ACD. The analysis of the discourses of these participants provided textual evidence that their career path, the current work in the school, the teaching profession in their view and in the society s view construct their identities. However, the practice of collaborative intervention proposed caused significant positive effects, generating shifts in the professional identity of these teachers, such as a discourse of resistance to victimization within the teaching profession.Para a construção de uma escola transformadora, capaz de favorecer a inserção de seu aluno em práticas sociais letradas, segundo Liberali et. al. (2006, p. 170), é necessário uma ação conjunta entre universidade, escola e comunidade. Nesse contexto de ação, o professor é um sujeito central, apesar do desempoderamento histórico que o interpela e o torna vítima de sua profissão. Partindo do pressuposto de que a profissão é parte importante na definição da identidade de qualquer indivíduo, o objetivo geral deste estudo é analisar, à luz da Análise Crítica do Discurso (ACD) de Norman Fairclough (1989, 1992, 2003), os discursos que docentes participantes de uma prática de intervenção colaborativa (MAGALHÃES, 1996; LIBERALI, 1999, por exemplo) produzem sobre si mesmos, a fim de identificar como suas práticas identitárias são constituídas. Sob a perspectiva de discurso como construção social, por meio da qual os participantes constroem a realidade social e a si mesmos pelo discurso, a construção de identidade é vista como estando sempre em processo, pois é dependente da realização discursiva em circunstâncias particulares: os significados que os participantes dão a si mesmos e aos outros engajados no discurso. Nesse sentido, a identidade nunca está concluída, completa, mas sempre em processo por meio do discurso (MOITA LOPES, 2002, p.34). Para atingir o objetivo, proporcionamos um espaço de reflexão colaborativa entre o Laboratório de Pesquisa e Ensino de Leitura e Redação (Labler/Universidade Federal de Santa Maria) e uma escola pública estadual de Ensino Médio, situada no interior do Rio Grande do Sul. Assim, o universo de análise investigado é o segmento de professores dessa escola pública. Nesse universo, foi delimitado o corpus para este estudo, gerado por meio de sessões reflexivas, proporcionadas pela prática de intervenção colaborativa e composto pelos discursos de oito professores, responsáveis por diferentes disciplinas. Para a análise, foi realizada uma interpretação discursiva, considerando o referencial teórico da ACD, a partir do parcelamento dos dados linguísticos usados pelos participantes em unidades analisáveis, associadas ao Sistema de Avaliatividade (MARTIN; WHITE, 2005). A análise dos discursos desses participantes apontou evidências textuais que nos mostram que a sua trajetória profissional, o trabalho atual na escola, a profissão docente na sua perspectiva e na da sociedade constroem suas identidades, entretanto os deslocamentos gerados nessa comunidade, como efeito da prática de intervenção colaborativa proposta, causaram efeitos positivos importantes na identidade profissional desses professores, tais como um discurso de resistência àquele de vitimização da profissão docente.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em LetrasUFSMBRLetrasAnálise crítica do discursoPesquisa de intervenção colaborativaFormação continuada de professoresIdentidadeCritical discourse analysisCollaborative intervention researchContinuing education of teachersIdentityCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASVitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuadaVictimization versus empowerment: the identities constituted in the discourses of high school teachers in continuing educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisRoth, Désirée Mottahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793139Y7Pinheiro, Najara Ferrarihttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4773766P8Ticks, Luciane Kirchhofhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771500Y1Nascimento, Roséli Gonçalves dohttp://lattes.cnpq.br/3171221356507465http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4216989A1Brasil, Angela Medeiros de Assis80020000000140030030030030030059091aa2-6e35-44d1-9dd6-52e839fe23f9a376ea45-64ce-451b-9002-4e1ba0b388d61ba14e3b-6d90-4f91-b0e6-3f061ca50d6407f48433-edcb-45e4-914e-9b94a84e5e9777f6c4da-ef7c-40c8-85ce-79eac8402700info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALBRASIL, ANGELA MEDEIROS DE ASSIS.pdfapplication/pdf2502312http://repositorio.ufsm.br/bitstream/1/4019/1/BRASIL%2c%20ANGELA%20MEDEIROS%20DE%20ASSIS.pdf91aa88c163c7962c28926ce6fb5407f7MD51TEXTBRASIL, ANGELA MEDEIROS DE ASSIS.pdf.txtBRASIL, ANGELA MEDEIROS DE ASSIS.pdf.txtExtracted texttext/plain330072http://repositorio.ufsm.br/bitstream/1/4019/2/BRASIL%2c%20ANGELA%20MEDEIROS%20DE%20ASSIS.pdf.txt6d12ca36bc433dff424333cb9656a1caMD52THUMBNAILBRASIL, ANGELA MEDEIROS DE ASSIS.pdf.jpgBRASIL, ANGELA MEDEIROS DE ASSIS.pdf.jpgIM Thumbnailimage/jpeg4646http://repositorio.ufsm.br/bitstream/1/4019/3/BRASIL%2c%20ANGELA%20MEDEIROS%20DE%20ASSIS.pdf.jpge26d9937c27e2898488e807a4241c9dcMD531/40192022-01-06 10:03:42.976oai:repositorio.ufsm.br:1/4019Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-01-06T13:03:42Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada |
dc.title.alternative.eng.fl_str_mv |
Victimization versus empowerment: the identities constituted in the discourses of high school teachers in continuing education |
title |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada |
spellingShingle |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada Brasil, Angela Medeiros de Assis Análise crítica do discurso Pesquisa de intervenção colaborativa Formação continuada de professores Identidade Critical discourse analysis Collaborative intervention research Continuing education of teachers Identity CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada |
title_full |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada |
title_fullStr |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada |
title_full_unstemmed |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada |
title_sort |
Vitimização versus empoderamento: as identidades constituídas no discurso de professores de ensino médio público em formação continuada |
author |
Brasil, Angela Medeiros de Assis |
author_facet |
Brasil, Angela Medeiros de Assis |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Roth, Désirée Motta |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793139Y7 |
dc.contributor.referee1.fl_str_mv |
Pinheiro, Najara Ferrari |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4773766P8 |
dc.contributor.referee2.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771500Y1 |
dc.contributor.referee3.fl_str_mv |
Nascimento, Roséli Gonçalves do |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3171221356507465 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4216989A1 |
dc.contributor.author.fl_str_mv |
Brasil, Angela Medeiros de Assis |
contributor_str_mv |
Roth, Désirée Motta Pinheiro, Najara Ferrari Ticks, Luciane Kirchhof Nascimento, Roséli Gonçalves do |
dc.subject.por.fl_str_mv |
Análise crítica do discurso Pesquisa de intervenção colaborativa Formação continuada de professores Identidade |
topic |
Análise crítica do discurso Pesquisa de intervenção colaborativa Formação continuada de professores Identidade Critical discourse analysis Collaborative intervention research Continuing education of teachers Identity CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Critical discourse analysis Collaborative intervention research Continuing education of teachers Identity |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
To build a transformative school, capable of promoting the insertion of its students within social literacy practices, according to Liberali et. al. (2006, p. 170), a joint action between university, school and community is required. In this context of action, the teacher is a central subject, despite the historical disempowerment that challenges them and turns them into a victim of their profession. Assuming that the profession is an important part in the definition of any individual identity, the objective of this study is to examine, through the lens of Critical Discourse Analysis (CDA) of Norman Fairclough (1989, 1992, 2003), the discourses that teachers participating in a collaborative intervention (MAGALHÃES, 1996; LIBERALI, 1999, for example) produce about themselves in order to identify how their identity practices are constituted. From a perspective of discourse as a social construct, through which participants build their social reality and themselves by discourse, the construction of identity is seen as a constant process and, thus, dependent on discursive realizations in particular circumstances: the meanings participants give themselves and others engaged in discourse. In this sense, identity is never complete, full, but it is always in process through discourse (MOITA LOPES, 2002, p. 34). To achieve the aim of this study, we provided a collaborative space for reflection between the The Lab for Research and Teaching of Reading and Writing (Labler/Federal University of Santa Maria) and a state high school, located in the state of Rio Grande do Sul. The investigated universe of analysis is the faculty segment of this public school. In this universe, the corpus for this study was generated through reflective sessions, provided by the practice of collaborative intervention and composed of discourses of eight teachers of different disciplines. For the analysis, the linguistic data of the participants was segmented into analyzable units associated with the Appraisal Theory (MARTIN; WHITE, 2005) and interpreted discursively using a theoretical framework centered on ACD. The analysis of the discourses of these participants provided textual evidence that their career path, the current work in the school, the teaching profession in their view and in the society s view construct their identities. However, the practice of collaborative intervention proposed caused significant positive effects, generating shifts in the professional identity of these teachers, such as a discourse of resistance to victimization within the teaching profession. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-26 |
dc.date.available.fl_str_mv |
2016-08-26 |
dc.date.issued.fl_str_mv |
2016-06-30 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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BRASIL, Angela Medeiros de Assis. VICTIMIZATION VERSUS EMPOWERMENT: THE IDENTITIES CONSTITUTED IN THE DISCOURSES OF HIGH SCHOOL TEACHERS IN CONTINUING EDUCATION. 2016. 184 f. Tese (Doutorado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/4019 |
identifier_str_mv |
BRASIL, Angela Medeiros de Assis. VICTIMIZATION VERSUS EMPOWERMENT: THE IDENTITIES CONSTITUTED IN THE DISCOURSES OF HIGH SCHOOL TEACHERS IN CONTINUING EDUCATION. 2016. 184 f. Tese (Doutorado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2016. |
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http://repositorio.ufsm.br/handle/1/4019 |
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