Navegando por Assunto "Speech"

Agora exibindo 1 - 4 de 4

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De louco, todo mundo tem um pouco: os discursos sobre inclusão escolar e a produção dos sujeitos anormais
(Universidade Federal do Pará, 2021-05-14) LINHARES, Marcos Allan da Silva; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937 Endereço; https://orcid.org/ 0000-0002-9771-4610
This paper proposes to analyze statements that produce a contemporary madness in school, more precisely in teacher training booklets, media artifacts, documents that rule Brazilian basic education, among others. It draws attention to the way the school participates in the creation of a contemporary madness that now needs to be included in the institutional environment, creating ways to see the so-called different individuals who arrive in this environment. It is important to remember that what we call school madness, in the context of this dissertation, refers to the production of individuals pointed out as those with mental deficit (those identified as autistic, with attention disorders, hyperactivity, bipolar, schizophrenic, among others). This dissertation is also drawn within a discursive analysis, mainly of the perspective from the philosophy of difference thinkers, who escape from the idea of “the discovery of a speech”, from an origin or from a starting point for the production of what they speak. Following this path, we understand that speeches materialize the objects they speak of, tell about their lives and create ways of being and acting in our daily lives. For the choice of the analysis material, we invested in a methodology that walks along with the research process; it becomes the process, both of writing and thought, similar to the steps of a cartographic methodology. This type of research also reverses the traditional sense of method, proposing no longer a walk to achieve prefixed goals, but the primacy of a walk that traces, during the way, its goals. In the analysis, the statement that soon emerged was about the “recognition” of the crazy individuals in school. There was (and there is still) the production of scripts and protocols that teach education professionals how to recognize different students in school. Another noteworthy statement was about the supposed care and feeling of condescension that arose in relationships woven with the crazy students. We also raise questions about the statement “education for all” and about how the adoption of this motto in school and education has been creating goals and abilities that need to be monitored and developed by school students. By investing in these statements, we disregard the multiple forms of life that occupy the school and, consequently, the immense possibilities potentialities and possibilities of learning, existence and life.
Acesso aberto (Open Access)
A infância em processos judiciais em Belém do Pará: um estudo discursivo sobre o caso do menor Manoel dos Santos (1905)
(Universidade Federal do Pará, 2019-12) CORRÊA, Liliane da Silva França; SANTOS, Darlene da Silva Monteiro dos; SILVA, Gercina Ferreira da
The objective is to analyze childhood and criminality in Belém do Pará from the discursive statements of the judicial process of the minor Manoel dos Santos, convicted of disorder/vagrancy, in 1905. This research arises from historical and epistemological constructions established within the scope of master's course, whose investigation is anchored in the referred criminal process. Methodologically, it uses the analysis of polyphonic and dialogical speech with theoretical basis in Bakhtin. This is a documentary study that is inserted in the context of socioeconomic transformations and the project to modernize the capital of Pará due to the commercialization of rubber, that made the city a place of orderly customs and habits, according to the republican education model and logic current positivist. This métier shows a bias in the systematization of the speeches in this document, where it was possible to identify the meanings and senses that constituted the case files of the process based on the Penal Code of 1890.
Acesso aberto (Open Access)
Manifestações de incidentes metacognitivos através do discurso do professor em sequência de ensino investigativa de matemática
(Universidade Federal do Pará, 2021-12-09) SILVA, Luciana Evangelista da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
The present study aims to analyze how the monitor teachers speeches allow dialogic interactions for manifestations of students' metacognitive incidents in a mathematics Investigative Teaching sequence (ITS) in the Science Club. The work presents characteristics of participatory research with a quantitative-qualitative approach, and the place of investigation was the Science Club Prof. Dr. Cristovam Diniz located at UFPA- Castanhal. It was developed with eight sixth graders aged between 10 and 11 years old and had the collaboration of four monitor teachers. As methodological procedures, an investigative teaching sequence of geometry was applied, in which audio and video recording was adopted with transcripts of selected episodes for each stage considering the content analysis. For data analysis, we were guided by the transcription, description and interpretation of the dialogic interactions produced during the ITS, which had as a proposition the construction of a castle with modeling clay and a toothpick for the discussion of geometry issues. The results show that the dialogic interactions present between teacher monitors and students allow the emergence of rhetorical and dialogic speeches, of which the providing clues, instigation, re-mirroring and opposition are the characteristics that most appear and have strong influence on the emergence of metacognitive incidents. For the occurrences of metacognitive incidents, it was observed that in a total of 255 turns of the students, 83 of these were classified as metacognitive incidents (33%), also found when analyzing each step separately also found when analyzing each stage separately in which we had the following percentages of evidence of metacognitive speech, stage 1: 10% (1/10), stage 2: 37% (21/57) and stage 3: 32% (61/188). For writing and drawing, it can be said that more than half appears metacognitive incidents 54% (13/24) all confirmation (100%). As for nature of the manifestation of Metacognition, it was observed that the metacognitive incident can help in the construction of knowledge in different ways, such as confirmation of reasoning, monitoring (questions), the change of opinions that can be positive or negative. In view of the above, this research moves towards contributing to the investigative experimentation of mathematics and considers the monitor teacher's speeches as prone to the appearance of metacognitive incidents, which indicates that there is still much field to be researched in alternative environments of Investigative Teaching, in particular in the discipline of mathematics, being possible and necessary for the debate in future researches and thus, the great importance of investments in this area of knowledge is reaffirmed.
Acesso aberto (Open Access)
Propagandas de violência simbólico-regional contra a mulher: discurso e identidade na escola
(Universidade Federal do Pará, 2019-04) NERY, Tatiara Ferranti; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
The present study discusses the speeches produced by students of the Elementary School of Tia Erica Strasser, in Moju - PA, from the writing and reading activities of official publicity campaigns on physical to symbolic-regional violence against women, the example of scalping, common in the Amazon Pará. Therefore, in establishing the relationship between propaganda, violence, identity, gender, discourse and teaching, the main objective of the research is to broaden the student's critical view of the subject and to encourage student protagonism with regard to changes in social relations of a kind. violent and discriminatory. Based on the assumptions of the French Discourse Analysis, more specifically on the conceptions of Foucault (2008) and Pêcheux (2002), and on the theoretical precepts about identity, disseminated by Hall (2002) and Bauman (2005), we intend, more specifically: 1) to reflect on how the student subject is positioned before the feminine theme and the symbolic-regional and gender violence; 2) analyze how students construct meanings and inscribe their social and cultural identities about gender issues from the readings of official advertising campaigns on combating violence against women; and 3) understand the readings of students about the discourse of commercials, to reflect if there is identification, acceptance, reaffirmation, deconstruction or even inscription of their identities in these discourses. According to Foucault (1969), discourse is a set of utterances that belong to the same discursive formation. Thus, analyzing discursive formation consists in verifying the meaning relations of what is said with other words, as well as the discursive delimitations that circumscribe them. In this sense, this research is important to more effectively subsidize students in the process of understanding and producing advertising campaigns, building critical view in students about reality and to fight against violence towards women. Lastly, from the ongoing analysis of the intervention proposal developed at basic education, it was found that many speeches that emphasized women as inferior subjects to men and as violated female characters, made to serve the other and without freedom to take decisions can be deconstructed. Thus, it was also noted that the activities with advertisements aroused in students a more critical and reflective look in relation to their actions and those of others, becoming mainly active agents in the deconstruction of inequalities and discrimination that marginalize and oppress the female gender. and which are historically reproduced against women.