masterThesis
Do planejamento pedagógico aos discursos: imagens da escola, da disciplina Língua Portuguesa, do professor e do aluno em planos de curso de escolas municipais do Extremo Sul da Bahia
Fecha
2020-07-30Registro en:
ROCHA, Adenilton da Silva. Do planejamento pedagógico aos discursos: imagens da escola, da disciplina Língua Portuguesa, do professor e do aluno em planos de curso de escolas municipais do Extremo Sul da Bahia. 2020. 170f. Dissertação (Mestrado em Estudos da Linguagem) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2020.
Autor
Rocha, Adenilton da Silva
Resumen
The goal of this research was to analyze the view of the school, the Portuguese school subject,
the teacher, and the student, which are built discursively on the Portuguese subject school
curricula offered during the final years of elementary school. For this reason, it was aimed: (a)
to verify the linguistic-textual elements, the individuals to whom the educational objectives
are directed, the language practices that are recurrent in the compositional structure of the
school curricula; (b) to examine whether the local aspects – the areas where the schools are
situated – are referred in the pedagogical plan; (c) to observe the discursive positions
attributed to the learning objects, the school, the teacher, and the student; and (d) to ascertain
the different discourses that cross school curricula. The corpus was composed of three school
curricula, selected in three schools in the public education system located in the Territory of
Identity Far South of Bahia in 2018. The material was analyzed from the theoreticalmethodological device “imaginary formations” based on the Discourse Analysis (PÊCHEUX,
2014). We also used references, such as Geraldi (2005), Pietri (2003), Soares (2002), Apple
(1982), Ferreira (2007), and Libâneo (1992), concerning the teaching of Portuguese and the
school curriculum. The “indiciary paradigm”, created by Ginzburg (1989), was used as a
methodology. The results of the analysis indicated the prominence of the following images in
the curricula: 1) the school is the place of excellence for the student’s social transformation, to
maintain the standard language and control of teaching practice and student’s performance; 2)
Portuguese classes are the best way to learn how to read and write from grammar teaching to
teach and value the standard language, and assess the learner’s behavior; 3) the teacher is the
“guardian” of the standard language, she/he is responsible for the student’s academic
performance, and the supervisor of the student's conduct; 4) that the students are unruly, they
do not have mastery of reading and writing, must obey the teacher's instruction, and master
the standard language to ascend socially. This set of images signaled the remnants of the
traditional curriculum and pointed to the school's search for balance between teaching based
on normative grammar and teaching based on language practices. It is demonstrated that in
the pedagogical planning of the Portuguese Language subject the traditional and modern work
together.