Navegando por Autor "LOPES, Maria do Socorro Morato"

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Acesso aberto (Open Access)
A construção da identidade do professor de língua portuguesa na imprensa: uma abordagem discursiva
(Universidade Federal do Pará, 2012-09-25) LOPES, Maria do Socorro Morato; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research aims at describing and analysing processes by which the indentity of portuguese teachers is constructed in the press, how such identity is legitimized by their (teachers’) discourses and how it achieves social recognition, finding in the press and other similar media oportunity do emerge. The research corpus comprises several texts collected from magazines, newspapers, blogs and websites, all of them related to the teaching of portuguese and having teachers or other professionals as authors. This work is based on theoretical postulates from Discourse Analysis and Social Sciences, amongst which the concepts of Discourse, Hegemony and Discourse Memory, explained in the first chapter. We discuss how said concepts help explaining the reproduction of discourses (in the press) and the construction of the identity of portuguese teachers. The concept of Discourse Formations is explained in the second chapter, based on the works of Foucault (2004) and Pêcheux (2009), as well as the circular motion between positions of Identification and Couter-Identification. The third chapter relies on the concept of Imaginary Formations (PÊCHEUX, 1997). We therein analyse how the teacher may occupy the positions of A, B or R in discourses from the press, and how the images corresponding to each position are validated by the teachers’ own discourses or by whoever takes up the pen to write publicly about the teaching of portuguese. In the fourth chapter we discuss the polemic relation between two Discourse Formations under the the concept of Simulacrum (MAINGUENEAU, 2005), describing how distorted images of the other are projected in each discourse. In a wider scale, we intend to show the importance of discourse studies to the field of education, assuming that teachers’ education concerns not only in-class practices but also social discoursive practices. In our data analyses, we search for the positions teachers take in discourses and how teachers forge an identity upon writing publicly about their profession. Thus, we expect to clarify how portuguese teachers legitimize their identities in the media, which works as a place where discourses about first language teaching take form and are widely reproduced.
Acesso aberto (Open Access)
A formação para o trabalho docente na fronteira entre a academia, a mídia e o mercado
(Universidade Federal do Pará, 2019-10-21) LOPES, Maria do Socorro Morato; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
Investigating discursive constitution of teaching professional's work within specialized magazines in which ones the teacher figures as its target audience constitutes the principal aim of this researching work, starting from the hypothesis that such publications propose themselves to be instancies to formation for this professional. In this perspective, interdisciplinary discussions were necessary to comprehend how the discourses about the work of teachers as well about their formation contribute to constitution and legitimation of images of the teaching professionals and their profession. To accomplish this research, some concepts from different areas of knowledge were discussed. They formed the basis to development of this research: centrally, the concept of discursive practice, based on theoretical postulates of Foucault (1987) and Maingueneau (1997, 2008a), and the concept of work, based on the studies by Certeau (1982, 1998) guided the research. In order to undertake the study, the discourses that circulate in specialized magazines served to compose the corpus of the research because they showed their relevance to discuss the constitution of teaching, since these publications have a legitimate space in media and in market, which demonstrates its social insertion and legitimation as a consumer product for teachers. Inside the scope of the research, it is understandable that specialized magazines are media (MAINGUENEAU, 2013) by which sense effects are mobilized and (re) produced. The genres chosen for the analysis work were editorials, magazine covers and articles signed by teachers or interviews with teachers, to comprehend the relationships that are established so that the frontier discursive practice is put in functionment. To enrich the discussions, the notions of enunciation scene (MAINGUENEAU, 2005) and discursive deixis (MAINGUENEAU, 1997) were discussed into analysis chapter. The analysis of the discursive practice mobilized in the magazines allows us to understand how such publications lay in functionment discourses from a hybrid frontier, in which discourses from academia, the media and the market converge. Therefore, these magazines are considered to operate a discursive practice that mobilizes subjects and identities, while the legitimation of the places of those who writes in the media scene, if they are journalists, editors, teachers, so on is realized by the effects of sense that the texts conveyed produce. The discussions enable us to comprehend how the discourses about the teacher's work and his formation appear within these specialized publications and (re) produce images which ones form professionals and truths about the profession.