Teses em Letras (Doutorado) - PPGL/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/6713

O Doutorado Acadêmico iniciou-se em 2012 e pertence ao Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA).

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Apropriação teórica e formação de professores na graduação em Letras: o processo enunciativo em análise
(Universidade Federal do Pará, 2017-11-08) PEREIRA, Eunice Braga; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this work we will present the results obtained from the research developed in the PhD program in Language and Arts of UFPA (Federal University of Pará). In this research, we will investigate the theoretical appropriation as it is understood as a fundamental part of the teacher training process. We seek to answer the following question: what kind of relation do the undergraduate students that are considered training teachers establish in their speeches according to the different theoretical frameworks presented to them during the language and arts course? The initial hypothesis is that as long as there is no theoretical appropriation in fact, the theory will not have a constitutive role in the students' discursive practices neither in their training for future teaching work. Thus, our general objective is to understand how English and Arts undergraduate students appropriate and mobilize the theoretical constructs taught in the course which will be or should be used in their future professional activity as teachers. The corpus used is composed of two types of academic productions carried out by undergraduate students: 1) Online didactic interactions carried out in a social network when it is re-designated as a teaching platform; these data are the result of an educational project executed in the undergraduation of Language Major in Portuguese of the Federal University of Pará for two years; 2) Written productions more common in academic environment such as internship report , essays and thesis, also held at Federal University of Pará. As a theoretical contribution, we work with The Polyphonic Theory of Ducrot (1987) and also the Theory of Semantic Blocks (TSB) by the same author; we also applied the Authier-Revuz framework (1990, 1998, 2004) on discursive heterogeneities; we also resort to some features of Foucault's enunciative analysis (1999, 2014), mainly the concepts of ritual and discipline. The results of the research show that training teachers tend to trace theory in their academic productions in a superficial and ritualistic way, we mean that, the appropriation is not fully solidified yet, consequently, theory is used more as a base form than a constitutive role.
Acesso aberto (Open Access)
Correndo terra... Furando mundos... : as culturas na escrita de graduandos do PARFOR-Letras no Marajó
(Universidade Federal do Pará, 2019-08-30) SILVA, Herodoto Ezequiel Fonseca da; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
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.
Acesso aberto (Open Access)
A Escrita do professor de inglês em formação: indícios de conhecimentos a respeito da aula e da escrita acadêmica
(Universidade Federal do Pará, 2020-02-11) MORHY, Sádie Saady; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Understanding the teacher's relationship with the knowledge proper to teaching implies how it is constituted from language's “dialogism”, of what Foucault (1972) calls “file”, or “discursive heterogeneity” (shown and constitutive) according to Authier-Revuz (2004). Dialogic writing, manifested in internship reports, has a double movement, since it allows the trainee student to reflect and expose his knowledge about the profession. The academic character of this writing is a document that serves as the culmination of an entire study developed during the undergraduate course, which is responsible for building learning for a professional teaching practice of the student of English Letters, at the end of his university course. This document serves as an indicator that reflects your training as a teacher. In this thesis, we are interested in investigating the training of English teachers in two dimensions: that of didactic knowledge that underlies the teaching of the language and that of mastering the processes of producing academic text. Our general objective was to discuss how the relationship of the teacher in training with the knowledge that underlies his work materialized in his writing on teaching practices. More specifically, we seek to know how these trainees produce an academic text, observing their way of describing the observed classes, the way they reveal their didactic knowledge, the mechanisms they use for the construction and production of reports, as well as the way they produce their reflections. We adopted a discursive perspective, focused on the analysis of the French line discourse, based on Foucault (1972), mainly on issues involving the statement. For this, we analyzed excerpts from reports of Supervised Internship students of the English Language Course at the Faculty of Modern Foreign Languages at the Federal University of Para. The results show evidence that the students' writing reveals preconceived positions, marked by beliefs about the profession, indicating the difficulty of the interns in issues related to standard language, academic writing and acquired knowledge, which implies inability, as discourse subjects, in clearly positioning themselves in their area of formation through writing. We found evidence of a subject who occupies three positions in the discourse: a paradoxical one, due to the way he reports his teaching experiences, revealing an image incompatible with the most experienced institutional place of the language; one a-scientific, giving rise.
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Imagens do professor de Língua Portuguesa: A racionalização do trabalho docente em dissertações do Mestrado Profissional em Letras em Rede Nacional (ProfLetras)
(Universidade Federal do Pará, 2021-02-26) OLIVEIRA, Silvana Bandeira; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this dissertation we analyze the images of the Portuguese language teacher inside the speech of a continuing education materialized in Profletras’ documents and required thesis of a master’s program. We presume that these images bring on a teaching work rationalization movement displayed in the teaching proposals that integrate these thesis. These teaching proposals are configured in a way to privilege the translation of theoretical knowledge taken as a standard such as “guideline packages” directed towards the teacher. Our intention is to reflect on the elementary school Portuguese language teacher re-qualification process at the beginning of the 21st century, when the nature of this profession and its relationship with the knowledge production processes seem to go through changes. The theoretical framework which our study is based on relies on the field of Discourse Analysis under the French perspective, with emphasis on the concepts of imaginary formation, discourse, discursive formation, interdiscourse, among others addressed by Michel Pêcheux (1993, 2012, 2014). We also add contributions from Eni Orlandi (2015), Jacqueline Authier-Revuz (1990, 2004) and Cleudemar Fernandes (2008). This research also presents Mikhail Bakhtin/Volochinov (2006)’s discussions about the “ideological” character of the sign and its particularities as a verbal sign (word), as well as the discussions about the sign in Rama (2015), which associates it with the notions of “guiding idea” and “writing”. In the Education field, this study relies mainly on the discussions about the changes that affect this job, in particular, the changes in the teacher’s career at the end of the 19th century and throughout the 20th contury . For that discussion we bring Michael Apple (1989, 1995), Magda Soares (1989) and João Wanderley Geraldi (1997)’s ideas. In addition, Maria Malta Campos (2000), Mariano Fernández Enguita (2001), Pablo Gentili (2001) and José Carlos Libâneo (2004) contribute to this reflection, bringing issues of teaching “quality” discourse and its different meanings which are a part of the change of educational actions. The corpus used in the research consists of: a) three Profletras presentation texts taken from institutional websites (UFRN, UFPA and CAPES); and b) eighteen thesis from the Profletras master's program (UFPA/thesis defense 2015-2016), with introductions and teaching proposals being chosen as the portions selected for the discussion. We found that the image of the vernacular teacher stands out for what it lacks, and in return, the master's program arises as an opportunity to fill this gap being responsible for the changing pedagogical practice and, consequently, his/her image. This framework of disqualification of the teacher, in turn, integrates a professional requalification process that relies on the institutional educational discourse, supported by a rationalization movement, due to the use of technical/administrative knowledge in the thesis teaching projects. These projects show forms of control that intend to: 1) switch from a theoretical framework into a technical knowledge; 2) share roles in the knowledge building process; 3) emphasize procedures, processes and teaching aims instead of actors’ building knowledge; and 4) Enhancement of knowledge sign (writing), speeches and images.
Acesso aberto (Open Access)
La enseñanza del español en el sistema universitario brasileño: propuesta para una buena práctica docente
(Universidade Federal do Pará, 2014-11-20) CARRERA, Carlos Cernadas; RODRÍGUEZ YÁÑEZ, Xoán Paulo; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The growing interest in teaching Spanish language in Brazil, and the subsequent need to train teachers in this language, is making Higher Education institutions to consider the adequate strategies to provide with the necessary formation for future teachers. The overall aim of the present study is to analyze, from the perspective of the cited authors, the implications of the teaching methodologies in the development of the teaching-learning process in those subjects that specifically address the teaching of Hispanic Language and Culture Studies in the BAs offered two universities - the Universidade Federal do Pará and the Universidade da Amazônia, both of them located in the city of Belém, in the state of Pará (Brazil). Taking this as the point of departure, a series of questions were formulated. These questions were addressed to teachers and students, whose feedback served as an orientation for this study. The methodological approach adopted is based upon the principles of perspective, one that took into consideration the quantity and quality of phenomenological paradigmatic postulations, along with descriptive and analytical procedures regarding a three-fold approach to methods and subjects as a way of integrating the different aspects of the study. Teachers and students from the aforementioned institutions participated in this research. Data was collected via documentary analysis, questionnaires that included open and closed questions, and semi-structured interviews. The responses to the closed questions included in the questionnaires were analyzed according to descriptive statistical procedures, and the responses to the open questions and interviews were analyzed with specific procedures of content analysis. The results revealed that teaching practices have some critical points that must be considered, mainly regarding the planning of the material, the evaluation process, and the infrastructure and relational climate. However, these difficulties do not constitute an insurmountable problem, above all because other aspects were positively rated by teachers and students, especially those related to working with contents, methodological procedures and the use of teaching resources. In general, there is a clear positive reaction regarding the teaching practice from both institutions. Some recommendations flourish from the analysis of these results. These may contribute to assist a process of reflection of the community involved with the aim of improving the teaching practices of the BA in Spanish in the Brazilian higher educational system.
Acesso aberto (Open Access)
Relatório de estágio: a formação do professor de língua portuguesa no modo de narrar a aula
(Universidade Federal do Pará, 2020-02-12) MORAES, Dione Márcia Alves de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
We started a research on the writing of reports in the supervised teaching practice, at the Universidade Federal do Pará, campi Marajó-Breves, Belém, and Castanhal, and the interrelationships between the writing process and the production of knowledge, specifically when dealing with the form in which the students narrate the class. In the reports, the student teacher makes images over the events of the class through writing. In this study, one of the hypotheses that we make is that it is possible that the form in which the student teacher narrates produces a polyphonic discourse (discourses that structure the teaching field) that highlights points of views that make clear forms of knowledge upon the role of the participating subjects in the supervised teaching practice, the school and the teaching. Such knowledge is manifested bt the selection or concealment of a term, and expression, the organization of an utterance, and so forth. Considering that the report is a predominantly narrative text, we propose to analyze it both in the sphere of the narration, where the speaker builds images of such interactions through writing, and on the sphere of the narrative, where the interactions experienced in class appears as the object of the report. In both, "action" is an accentuated element. We set up the notions of the spheres of both narration and narrative based on the studies of Todorov (2008); our base for the concept of polyphonic discourse is in the works of Bakhtin (2008), Ducrot (1987), and Authier-Revuz (2004). The concept for "action" is build based on Bakhtin/Volochínov (2010) and Geraldi (2013). Finally, we approach the way that the actions in the narrative sphere are linguistically materialized (and their relationship with the empirical status of these actions) based on the works of Castilho (1968), Travaglia (2016), Ducrot (1987), and Austin (1990). Our general goal is to understand how the report, as essentially narrative text, presents to us indications of the formation process of the teacher and how the knowledge, incorporated by the student teacher in its formative process, is characterized. To achieve this goal, we arranged the analysis of three reports of the conducting sections in two moments. In the first moment, starting from the narrative sphere, we discuss the action attributed to the students of the class and to the student teachers, and the report about either the content or the methodology used in the classroom. In the second moment, starting from the narration sphere, we discuss the ways in which the student teachers exhibit the actions in the sphere of the narrative in producing a text in which they describe those things. With this study, we answered two questions that we raiste. The first one being "when can we say that a report gives us clues of a process of knowledge growth?". We notice that, although as reports they are full of generalizations and concealments, they shows that produces knowledge about the conceptions of the teaching practice that guides the student teacher. The second question is "what can be considered as a 'good' report?", that we also answered. We conclude that a "good" report must fulfill at least two goals: a detailed and reflective writing, and a writing that undermines preconceived knowledge. The first goal is important to the student teacher to revisit his text and surpass his initial positions, reflecting on his data from the conceptions learned during the undergraduate course. The second goal concerns that the report needs to be understood as a practice in which the student teacher undermines his preconceived options, often "archaic and authoritarian", that he has about the subjects who take part in the class, about the school, and about the teaching process.