Correndo terra... Furando mundos... : as culturas na escrita de graduandos do PARFOR-Letras no Marajó

Abstract

This thesis aims to investigate how the academic, school and local cultures materialize in discourse in writings about the Portuguese Language teaching practices of PARFOR Portuguese students, in Marajó. The data analyzed are selected statements from experience diaries, teaching activities and internship reports. In this sense, we sought to discuss how the writing indicates the discursive movements through which one perceives the process of formation of the Portuguese Language teacher. In the first part of the thesis, besides the introductory chapter, researches already developed about the formation of the Portuguese Language teacher in the context of PARFOR are discussed. In the second part of the thesis, the theoretical and methodological framework of the research was developed. In this part, the nature of the research, the presentation of the place and the research subjects, the process of material collection, the constitution of the corpus and the data analysis protocol are presented. Some concepts of “culture” and the notion of “cultural hybridization” are discussed. As theoretical basis, the notions of "statement" and "dialogic relations" are approached from the studies of Foucault (2016), Bakhtin / Volochínov (2009) and Bakhtin (2011; 2013). Then we discuss the concept of “interdiscourse”, through the theoretical proposals of Pêcheux (1995), Courtine (1981) and Maingueneau (1997; 2005). Likewise, some mechanisms that function as “apparent forms of constitutive heterogeneity” are presented, which help to account for the linguistic materiality of the data, through the studies of Ducrot (1987) and Authier-Revuz (1990; 2004). The third part of the thesis is dedicated to the presentation of the analyzes and its results. The analyzes sought, firstly, to characterize the elements that inscribe the referred cultures in discourse and, later, to analyze the statement movements through which these cultures are articulated in the writings of the undergraduates. It was observed that there was a predominance of three types of dialogical relations among academic, school and local cultures: juxtaposition relations of cultural elements, relations based on the construction of culture simulacrum, and controversial relations between cultures. The academic and school cultures are in constant conflict of forces, yielding to controversial relations between them. The elements of local culture are, in most cases, managed by the individuals as objects of the processes of translation, silencing, and interdiction.