Ensino da escrita: análise crítica da imposição de um arbitrário cultural tornado suposto consenso
This thesis studies the textual productions of students in the last stage of elementary school in contest condition with the objective of analyzing the relationship between the discourse on the teaching of writing, understood as the set of didactic methodologies provided for in official documents...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/49550 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This thesis studies the textual productions of students in the last stage of elementary school in
contest condition with the objective of analyzing the relationship between the discourse on the
teaching of writing, understood as the set of didactic methodologies provided for in official
documents, and the constitution of a subject of the student-competitor, conceived as an
ideological effect produced by the historical insertion of the student in a didactic tradition.
Based on the Discourse Analysis introduced by Pecheux (2014; 2015) and expanded by
Courtine (2014) and the discussions on education, teaching and text production proposed by
Larossa (2004), Comenius (2001), Bourdieu and Passeron (1992) , Apple (1979; 2001), Geraldi
(1984; 1991), Gnerre (1992), Fabiano-Campos (2011) and Fairchild (2012), the teaching of
writing that takes textual/discursive genres as objects of teaching is problematized, since there
are indications that this contemporary practice nourishes and is nourished by discourses that,
reproducing ancient conceptions, have become a supposed consensus. This would allow, in the
face of official pedagogical guidelines, the emergence of gendering, a didacticism that is
equally current (discursive event) and always already said (discursive memory). Reading
statements (PECHEUX, 2016) and formulations, associating syntactic form and lexicalsemantic content (COURTINE, 2014), compared to 43 (forty-three) written essays allows us to
interpret, based on the analysis of writing modes of the subject-competitors, the functioning of
the neoliberal discursive formation materialized in official documents. The analysis of the texts
allows to identify a tendency of incorporation of the technical control in the process of
production of classes through the embedding of the competence (object of learning) codified in
the exercise proposed in the classroom, marked by the systematicity and by the reintroduction,
under the label of gendering, of reproduction rituals, an amalgamation that contrasts with
Bakhtinian dialogism. The analysis of the texts allows us to identify a tendency towards the
incorporation of technical control over the subject-competitor's saying, marked by systematicity
and by the reintroduction, under the label of gendering, of reproduction rituals, an
amalgamation that contrasts with Bakhtinian dialogism. In relation to the constitution of the
subject, there are movements that indicate a certain adherence to themes of neoliberal discourse
while there are occurrences of contrastive oscillations that approach differentiation procedures,
indicating an attempt to work by the subject-competitor. |
|---|