Navegando por Assunto "Teaching work rationalization"

Agora exibindo 1 - 1 de 1

Acesso aberto (Open Access)
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.