Banca de DEFESA: GLAUCIA REJANE DA COSTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : GLAUCIA REJANE DA COSTA
DATA : 03/05/2019
HORA: 14:00
LOCAL: Sala de Defesas do ILUFBA
TÍTULO:

Não informado

PALAVRAS-CHAVES:

Subject. Teacher. Continued formation. Protelarianization. High school.

PÁGINAS: 163
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This work is based on Discourse Analysis Theory (DA) and its methodology. It aims to discuss teachers’ continued formation proposed by an educational program called “Pacto pelo fortalecimento do Ensino Médio”. The author searches the High School teachers who take part on it. She focuses on their subjects’ constitution and the Discursive Formations (DF) from wbhich they enunciate. Thirty-one teachers and one-hundred twenty-six students took part of this search, and the corpora were collected from interviews and questionnaires. The class concept as a discursive event is considered in opposition to a prescriptive approach whose focus is on transmission of knowledge. She still verifies their images about the mentioned program. Besides this, she investigates if this formative process contributes to teachers’ proletarianization. For this reason, this present study is based on theories postulated by Pêcheux (1975, 1988), Foucault (1988, 1995, 2003), Orlandi (2001, 2006), Coracini (2003, 2008) and Eckert-Hoff (2002, 2008). Its relevance consists of listening to these teachers’ voices about the program, considering the relation between knowledge and power. A discussion about teacher’s formation according to the heterogeneity perspective is also presented in this work. Resistance and opposition to the model of the formative process were found in teacher’s discourse. Besides this, the author presents a comparison among their discourse and that one enunciated by the teachers who coordinated the formation activity. The subjects from the first discourse presented a negative evaluation about it. Differently, the last ones enunciated from Reflexive Approach discourse formation. Therefore, according to their conception, the function of teachers’ formation consists of organizing and systematize their conceptions about teaching. The government’s enunciates were collected from documents edited by Ministry of Education and its ministry’s enunciation about teacher’s formation. Teachers’ image in government’s discourse consists of a professional who has no Knowledge enough to teach in an efficient way. The discursive subject who enunciates from a power position does it from a DF of a formative model used in sixties. In this way, this continued formation reduces teacher’s work to a technical function. Therefore it was verified a hierarchical structure in its implementation. In the conclusion of her study, the author presents conditions for a teachers’ formation according to Heterogeneity perspective.

MEMBROS DA BANCA:
Externo à Instituição - ANDRE LUIZ GASPARI MADUREIRA - UNEB
Externo ao Programa - 3066074 - ERIVELTO SANTIAGO SOUZA
Presidente - 283817 - IRACEMA LUIZA DE SOUZA
Interno - 2484604 - MARCELA MOURA TORRES PAIM
Externo ao Programa - 072.590.185-34 - ROSA HELENA BLANCO MACHADO - UNEB