O portfólio como gênero discursivo desvelador das vozes de professoras tecelãs
From the language conception produced by the Bakhtin Circle, this doctoral research aims to analyze utterances produced by teachers in continuing education in the Gestar II, having the portfolio discursive genre as a catalyst for unveiling process of weavering female teachers. It was held with parti...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/23494 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | From the language conception produced by the Bakhtin Circle, this doctoral research aims to analyze utterances produced by teachers in continuing education in the Gestar II, having the portfolio discursive genre as a catalyst for unveiling process of weavering female teachers. It was held with participants of the School Learning Education Programme – GESTAR II, Continuing Teacher Education Program, offered by the Ministry of Education- MEC, the semipresent mode which is intended for teachers of 6th to 9th grade of elementary school, in Portuguese language. It is intended to understand, from the selected utterances to the corpus, as the teacher underwent by the process of continuing teaching Education Gestar II has didactically mobilized, updated, built and prepared knowledge in everyday situations in the classroom, especially in regard the teaching, writing and language conception. Further, the aim is to realize which impacts the GESTAR II can provide to the pedagogical practices of Portuguese teaching in the classroom. In thesis, we analyze the discursive practices on the portfolio genre from Bakhtinian concepts, dialogism and social voices, present in utterances that embody the knowledge of teachers. In addition to having as reference the dialogic theory of language, the utterance and discursive genre concepts by Bakhtin and his circle (1992), Villas Boas’ portfolio approach (2005) and Halté (1998) on the phenomenon of the Didactic Preparation. In a broader view, we approach the Continuing Teaching Education based on Nóvoa (2009). In the analysis, we interpret five portfolios, trying to understand how the positions of the teachers appear in the texts. From this research, we have understood that there is a fragility in the didactic preparation of teachers and some gaps in the ownership of the portfolio genre, because in writing the teachers there is little reflection and dialogue between what was seen in the course of continuing education or initial training and their practices in the classroom. |
|---|