A formação continuada de professores de língua portuguesa: a constituição dos ethé discursivos na perspectiva dos letramentos digitais
Arquivos
Data
2022-04-25
Orientadores
Silva, Sandro Luís da 
Tipo
Dissertação de mestrado
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Resumo
Esta dissertação está filiada à Análise do Discurso de linha francesa e objetiva analisar a constituição dos ethé discursivos dos professores de língua portuguesa da educação básica da rede estadual paulista, a partir da análise do currículo oficial de São Paulo implantado em 2007, em interface com os Letramentos digitais. Tendo em vista a importância do processo de ensino-aprendizagem, esta pesquisa observa as relações discursivas entre os letramentos digitais e os ethés discursivos na formação continuada no espaço escolar à luz da Análise de Discurso de linha francesa. Sob a perspectiva de Gil (2002) adotamos a pesquisa bibliográfica, e, no tocante às análises, foram adotados dois procedimentos: uma documental e uma análise qualitativa de entrevistas semiestruturadas realizadas individualmente, com dois professores de língua portuguesa. Os sujeitos da pesquisa foram os professores da escola estadual prefeito Rinaldo Poli, em Guarulhos, considerando suas vivências com a tecnologia digital, mídias e letramentos digitais. A fundamentação teórica se assentou em Maingueneau (2013; 2015;2020) acerca do discurso, ethos e cenografia e competência discursiva; em Ribeiro; e Coscarelli (2005) no tocante aos letramentos digitais, e na formação continuada, a dissertação pautou-se em Tardiff (2014); Zabala (2010; Gadotti (2000), além do conceito de interação e interatividade trazido por Almeida (2003; 2009) e Silva (2001). Nosso campo analítico, guiou-se por categorias analíticas diversas: Ethos, cenografia e a marca de letramentos digitais na formação continuada nos documentos oficiais. Pelo documento oficial, observa-se um perfil específico de professor que subjaze o discurso da Secretaria de Educação Estadual. Percebe-se no documento um aceno às linguagens tecnológicas, contudo não revelam, na prática, os Letramentos digitais esperado na formação continuada, o que compromete o processo de ensino-aprendizagem dos alunos da Educação Básica. A pesquisa revelou, ainda, por meio das entrevistas, que há um descompasso entre documentos que norteiam formação continuada, o ensino-aprendizagem além dos problemas como investimento na estrutura da escola, na conexão com a Internet na própria formação docente. Concluímos que existe uma distância entre o que está no documento e a prática, e essa distância impacta decisivamente o ensino-aprendizagem, pois, o que nos chegou às mãos, revelou o chamado estado mínimo, escancarando problemas inerentes às políticas públicas de educação, todavia, os sujeitos-professores seguem firmes no chão da escola.
This dissertation is affiliated to the French Discourse Analysis and aims to analyze the constitution of the discursive ethos of Portuguese language teachers of basic education in the state of São Paulo, from the analysis of the official curriculum of São Paulo implemented in 2007, in interface with the digital literacies. In view of the importance of the teaching-learning process, this research observes the discursive relations between digital literacies and discursive ethos in continuing education in the school space in the light of French Discourse Analysis. Under the perspective of Gil (2002) we adopted bibliographic research, and, regarding the analyses, two procedures were adopted: a documental and a qualitative analysis of semi-structured interviews conducted individually with two Portuguese language teachers. The subjects of the research were the teachers of the state school Prefeito Rinaldo Poli, in Guarulhos, considering their experiences with digital technology, media, and digital literacies. The theoretical foundation was based on Maingueneau (2013; 2015; 2020) about the discourse, ethos and scenography and discursive competence; in Ribeiro and Coscarelli (2005) regarding digital literacies, and in continuing education, the dissertation was based on Tardiff (2014); Zabala (2010; Gadotti (2000), besides the concept of interaction and interactivity brought by Almeida (2003; 2009) and Silva (2001). Our analytical field was guided by several analytical categories: ethos, scenography, and the brand of digital literacies in continuing education in official documents. From the official document, one can observe a specific profile of a teacher that underlies the State Education Secretariat's discourse. The document shows a nod to technological languages, but does not reveal, in practice, the digital literacies expected in continuing education, which compromises the teaching-learning process of students in Basic Education. The research also revealed, through the interviews, that there is a mismatch between the documents that guide continuing education and the teaching-learning, in addition to problems such as investment in the school's structure, in the Internet connection, and in the teacher training itself. We concluded that there is a distance between what is in the document and the practice, and this distance decisively impacts the teaching-learning, because what we got our hands on revealed the so-called minimum state, exposing problems inherent to public education policies, however, the subject-teachers remain firm on the school ground.
This dissertation is affiliated to the French Discourse Analysis and aims to analyze the constitution of the discursive ethos of Portuguese language teachers of basic education in the state of São Paulo, from the analysis of the official curriculum of São Paulo implemented in 2007, in interface with the digital literacies. In view of the importance of the teaching-learning process, this research observes the discursive relations between digital literacies and discursive ethos in continuing education in the school space in the light of French Discourse Analysis. Under the perspective of Gil (2002) we adopted bibliographic research, and, regarding the analyses, two procedures were adopted: a documental and a qualitative analysis of semi-structured interviews conducted individually with two Portuguese language teachers. The subjects of the research were the teachers of the state school Prefeito Rinaldo Poli, in Guarulhos, considering their experiences with digital technology, media, and digital literacies. The theoretical foundation was based on Maingueneau (2013; 2015; 2020) about the discourse, ethos and scenography and discursive competence; in Ribeiro and Coscarelli (2005) regarding digital literacies, and in continuing education, the dissertation was based on Tardiff (2014); Zabala (2010; Gadotti (2000), besides the concept of interaction and interactivity brought by Almeida (2003; 2009) and Silva (2001). Our analytical field was guided by several analytical categories: ethos, scenography, and the brand of digital literacies in continuing education in official documents. From the official document, one can observe a specific profile of a teacher that underlies the State Education Secretariat's discourse. The document shows a nod to technological languages, but does not reveal, in practice, the digital literacies expected in continuing education, which compromises the teaching-learning process of students in Basic Education. The research also revealed, through the interviews, that there is a mismatch between the documents that guide continuing education and the teaching-learning, in addition to problems such as investment in the school's structure, in the Internet connection, and in the teacher training itself. We concluded that there is a distance between what is in the document and the practice, and this distance decisively impacts the teaching-learning, because what we got our hands on revealed the so-called minimum state, exposing problems inherent to public education policies, however, the subject-teachers remain firm on the school ground.