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![loading](/sites/all/modules/hf_eds/images/loading.gif)
ANÁLISE DISCURSIVA DOS SABERES E FAZERES PEDAGÓGICOS DE PROFESSORES DO ENSINO FUNDAMENTAL.
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- Author(s): Assolini, Filomena Elaine P.1
- Source:
Alfa: Revista de Lingüística. 2008, Vol. 52 Issue 1, p123-147. 25p. - Source:
- Additional Information
- Alternate Title: Discursive analysis of the pedagogical knowledge and practices of the elementary school teachers.
- Subject Terms:
- Abstract: This article presents a discursive analysis of the pedagogical knowledge and practices of the elementary school teachers concerning the questions involving the written textual production. Our investigations are based on the French Discourse Analysis and on the social-economical approach of literacy, as formulated by Tfouni. This research corpus is constituted by semi-structured interviews with six different teachers of the second grade of elementary school, both private and public schools. It is also part of the corpus the observations of the pedagogical practice of these teachers and the linguistic productions of the students of these six teachers classrooms. We concluded this article emphasizing that the school pedagogical speech, specially when it was concretized in conditions of production that promote the interdiction and the censorship, imposes to the student the condition of a subject enunciator of institutionally prefixed meanings, who is incapable of arguing, discussing and executing interpretation gestures. We understand that it is relevant a pedagogical work where the language is elaborated as structure and event. It is also important that the teachers find their own alternatives to dislocate themselves from the position of subjects who are submitted to the didactic books precepts. [ABSTRACT FROM AUTHOR]
- Abstract: Neste artigo, realizamos uma análise discursiva dos saberes e fazeres pedagógicos de professores do ensino fundamental, referentes às questões que envolvem a produção textual escrita. Nossas investigações estão fundamentadas na Análise do Discurso de "linha" francesa e na abordagem sócio-histórica do letramento, tal qual formulada por Tfouni. O corpus desta pesquisa foi constituído por entrevistas semiestruturadas, realizadas com seis diferentes professores da segunda série do ensino fundamental, das redes pública e privada. Integram ainda o corpus as observações da prática pedagógica desses professores e as produções lingüísticas realizadas pelos alunos das seis salas de aula pelas quais os professores eram responsáveis. Concluímos este artigo destacando que o Discurso Pedagógico Escolar, sobretudo quando concretizado em condições de produção que promovem a interdição e a censura, impõe ao educando a condição de sujeito enunciador de sentidos institucionalmente prefixados, incapaz de argumentar, discutir e empreender gestos de interpretação. Entendemos que é relevante um trabalho pedagógico em que a língua seja trabalhada enquanto estrutura e acontecimento. É importante também que os próprios professores busquem alternativas para deslocarem-se da posição de sujeitos que se submetem aos ditames do livro didático. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Alfa: Revista de Lingüística is the property of Alfa: Revista de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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