Please use this identifier to cite or link to this item: https://app.uff.br/riuff/handle/1/18185
Title: O ensino da língua materna no discurso dos professores do segundo ciclo do ensino fundamental : uma dispersão de sentidos
Keywords: Educação;  Língua materna;  Português;  Língua portuguesa;  Estudo e ensino;  Análise do discurso;  Teaching of mother tongue;  Dialogical discourse analysis;  Focal group
Abstract: The present research, carried out in two schools of the rede municipal de ensino in São Gonçalo, aimed at understanding the meanings that teachers of the segundo ciclo do ensino fundamental attribute to the teaching of mother tongue and the way these meanings interrelated with the discourses of authority about this issue. As a theoretical view, we have adopted the bakhtinian pressupositions about the role of language in Human Sciences, loooking for recognizing in the analised discourses, the enunciations, a dialogism, the social voices, the counterwords and the words of others that constitute them. We have also established an approximation with categories and devices of the French Analysis Discourse, related to the comprehension of functioning and building of the discoursive processes investigated. We have invested, thus, in a dialogical theory of discourse from the collection to the analysis of data. We have opted for the methodological procedures of the Focal Group, which has been complementated with identification questionaries from participants and production of field notes. In the context of discussions about the teaching of mother tongue, we have searched for interlocution with the authors that, in the pedagogical Brazilian cenarium and in the discoursive field on this issue, fulfill what we here name the authority discourse. The present study has verified that the meanings attributed to the teaching of mother tongue imprinted by the discourses of authorities from the 80 s and 90 s deeply disrupted wirh preeceding paradigms. Finally, we have observed that the moving of meanings provoked by this disrupture are present in the discourses of teachers nowadays. We have also noticed that in the present brazilian social conjuncture, the discourses of teachers of the segundo ciclo do ensino fundamental are produced in the direction of a dispersion of meanings of the different aspects of this teaching, be it in a perspective of continuation or of resignification either of old or of new theoretical postulates.
URI: https://app.uff.br/riuff/handle/1/18185
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