Navegando por Autor "Morgado, Valdoméria Neves de Moraes"
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ItemAs representações discursivas sobre o sujeito-professor: entrelaçamento do saber e do poder no trajeto temático da missão, da culpabilização e da incompetência(Universidade Federal de Goiás, 2015-06-19) Morgado, Valdoméria Neves de Moraes; Fernandes, Eliane Marquez da Fonseca; http://lattes.cnpq.br/6909779518031618; Fernandes, Eliane Marquez da Fonseca; Duarte, Pedro David Russi; Leone, Ilse; Souza, Kátia Menezes de; Souza, Agostinho Potenciano deThis thesis entitled , Discursive representations about the subject teacher: knowledge and power interlacing in the thematic path of mission, guilty and incompetence , aims to describe the image that was built in relation to the subject teacher in texts coming from education managers , media and other individual subjects spred in society, including the teacher himself. The method of this research is qualitative documentary in an investigation that selects, in the historical dispersal, statements taken from documents, monuments, from the mid-eighteenth century to the beginning of the second decade of this century. An option by the concept of thematic path, it is an anchor in Guilhaumou and Maldidier as a theoretical and methodological tool in order to discuss the discursive relations about representations that people have about the subject-teacher. There are three remarkable themes that draw the subject-teacher as a missionary, as guilty and as incompetent in the educational process. In a study of linguistics, the theoretical construct takes the postulations of French Discourse Analysis and used Foucault's theoretical contributions about the statement, the subject, the knowledge and the power that support the analysis. Along survey of statements, it was detected reiterated repetition of representations that disqualify the subject teacher and promote the exercise of power around these discursive relations, by controling these speech in order to keep it working as legitimizing mechanism of the subject that states and as a justify that erases the responsibility along the educational process. This way, it is through these discursive formulations that teacher is identified as one of the main responsbible for the supposed failure of education. The listed monuments, the complex discursive movement allow you to verify how discursive procedures promote knowledge that become truths and truths which make knowledge, via historicity and repeatable materiality. This way, it implies mutual power and knowledge relations, statements and representations that assert dysphoric images starting from discursive practices tied to a specific type of discourse that puts into question the teaching performance. Through this aspect, using the discourse paraphrase of negativity, it was observed that although the speech seems simple repeatitions, they bring in each circumstance in wich they turn up, other subjects and new objects that make, in each perceived outburst as a new happening,and it is through this new happening that society consider this knowledge as true ones. So, this research is divided into three chapters: the first brings the concepts of discursive gear and Foucault presuppositions; the second, the three thematic paths about the teacher, inset profession, and specific analyzes; the third, shows the analytical survey of a nostalgic discourse about teaching and discursive control that is established from subject-positions and power relations that seek to discredit the teacher. So, all this discourse in history, doesn't intend to show the ineffectiveness of school institution, but the relation of the subject teacher along society that discursiviza him. The visibility given to the teacher's image, centuries after centuries wasn't poweful enough to modify these dysphoric representations taken up long time ago. The tracks are visible and remain throuhout nowadays.