Banca de QUALIFICAÇÃO: ADENILTON DA SILVA ROCHA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ADENILTON DA SILVA ROCHA
DATE: 12/12/2019
TIME: 10:00
LOCAL: AUDITÓRIO D
TITLE:

IMAGES OF THE PORTUGUESE LANGUAGE COMPONENT AND ITS TEACHER IN SYLLABUS OF PUBLIC MIDDLE SCHOOLS OF SOUTHERNMOST BAHIA, BRAZIL

KEY WORDS:

Portuguese language. Images. Syllabus.

PAGES: 90
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUMMARY:

This study results from discussions about the formation and selection of the Portuguese Language teacher in the Território de Identidade Extremo Sul of the state of Bahia, Brazil. Those discussions were also about the component of Portuguese Language, especially about the relation established between the teaching of Portuguese and Linguistics after institutionalizing this science as a scientific component in the Language Courses in Brazilian universities. This investigation arises the hypothesis that in the teaching process there is a set of images of the Portuguese Language component and its teacher. Starting from that, this work aims to answer which images are constructed from the aforementioned component and the professor in the school document (Syllabus). Therefore, the objective is to analyze those constructed images from the Syllabuses of Public Middle Schools in the southernmost Bahia. In order to achieve that, the following items present as necessary: i) the understanding of the discursive performance of the Syllabuses; ii) the analysis of the meaning effects produced by discourses that cross the Syllabus. This research is based on the Discourse Analysis, prioritizing the concept of imaginary formations (PÊCHEUX, 2014). Along with that, the foundation was also composed by the studies of Geraldi (2005), Ilari (1997), Pietri (2003), Suassuna (2014) regarding the teaching of Portuguese and the discussions of Gandin (1995), Libâneo (1992), Sant’anna et al (1996) aligned with the school program and especially with the Syllabus. The corpus is composed of five Syllabuses of the Portuguese Language component offered in Middle School. This material was selected in five schools of the Municipal Teaching Network, located in the Southernmost Bahia. This study has a qualitative approach, not just quantifying images, but also understanding the factors (political, social, cultural or historical) that constructs these images in the Syllabuses. Furthermore, as analysis procedures, the reading analysis method proposed by Pêcheux (2015) is utilized, as well as the indicial paradigm (GINZBURG, 1989), which consists in the observation of negligible aspects, namely, clues left in the material, which indicate the phenomenons that are hidden, but possible to emerge through analysis. The preliminary results point that there are different disputes in the Syllabuses, like teaching grammar versus teaching textual genres; text types versus text genres. These disputes occur because there is a crossing of distinct discursive formations on the National Curricular Parameters of Portuguese Language, School, and Linguistics. Another aspect concerns the discursive positions assigned to the teacher in the Syllabuses, depending on the component of the school document, the teacher is granted the position of submissive, judge and guardian of the language. Such aspects suggest the image that the Portuguese Language component is where one can learn normative grammar and the teacher is responsible for maintaining the tradition of grammar teaching, subjecting himself to the school precepts.

BANKING MEMBERS:
Presidente - 1673309 - SULEMI FABIANO CAMPOS
Externa à Instituição - LIVIA SUASSUNA - UFPE
Externo à Instituição - THOMAS MASSUO FAIRCHILD - UFPA