O processo de silenciamento dos alunos na educação básica revelado em uma intervenção em clínica da atividade docente

• Ano de defesa: 2025
• Autor(a) principal: Karasek, Bianca Alice
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Pato Branco; Brasil; Programa de Pós-Graduação em Letras; UTFPR
• Palavras-chave em Português: Professores - Formação; Educação permanente; Análise do discurso; Estudantes do ensino fundamental; Teachers, Training of; Continuing education; Discourse analysis; School children; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS; Engenharia/Tecnologia/Gestão
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/36149

The Teaching Activity Clinic is an approach aimed at transforming teaching work, characterized as a proposal for continuing education developed in partnership with teachers in the school environment (Lima, 2021; Clot, 2010). This study examines the process of silencing students in basic education, located during the dialogue between a teacher and the intervener throughout the implementation of the CAD in a State School in Paraná, in the year 2023. In the dialogue, it was observed that, in the seventh grade, students showed interest in participating in classes, while, in high school, an attitude of apathy predominated. This contrast may suggest that, throughout their trajectory in basic education, the student may be subject to a gradual process of silencing, resulting in a situation in which the student, previously questioning, is now no longer interested in asking questions. According to Jubran et al. (2002), this topic that arises in the conversation corresponds to a discursive topic. Identifying the topics, as well as the way they relate, allows for the topical organization of the dialogue. This organization is done based on the transcription of the recorded dialogue between the teacher and the participant and creates a space that facilitates analysis and provides a deeper understanding of the topic. Based on the delimitation of the central conflict “the silencing process”, the research seeks to answer the following question: how does the topic of silencing emerge and develop in a feedback session of the classroom observation records?To this end, the general objective is to understand the process of silencing students in the classroom in basic education. The following specific objectives stand out: 1) transcribing the recorded dialogue; 2) preparing the topical board referring to the topics addressed in the dialogue; 3) identifying in the topical organization subjects addressed in the dialogue that help in understanding the emergence of the topic of silencing; and 4) highlighting the process of awareness of the teacher in relation to the conflict of silencing. To this end, we discuss historical aspects of the formation of the Brazilian school institution, based on Silva (2014), as well as issues related to “banking” education, analyzing its impacts on the formation of the subject (Freire, 2018, 1996; Mészaros, 2008), and we also use theoretical concepts that deal with the meanings of silence (Orlandi, 2007). This research is justified by the understanding that it deals with a real and contemporary conflict in the educational system and by the possibility that it promotes reflection by educators who encounter the same conflict in their practice. As a result, the importance of CAD in the process of continuing education of teachers is highlighted, since its implementation made it possible to raise awareness about the practice of silencing. It is also noted that the phenomenon of silencing is complex and involves several factors. However, the study revealed the existence of a "pressure" exerted on teachers, which leads them to adopt certain attitudes of "dominance" in the classroom environment, a factor that contributes to the occurrence of the phenomenon of silencing.