Editais e provas de língua portuguesa em concursos públicos dos institutos federais: um olhar discursivo

Abstract

The thesis Public notices and portuguese language exams at federal institutes public tenders: a discursive look aims to contribute to reflections on the Portuguese language (LP, in Portuguese) content that constitutes the tests of public tenders, especially when it comes to vacancies offered to teachers from other fields, other than languages. This is an interpretative, documentary nature work, because it starts from the materiality of the statements, with a view to socio-discursive practices. The research has as corpus of analysis, the statements of the public notices and the LP tests in public tenders applied by the Federal Institutes of Education, Science and Technology (IFs, in Portuguese) in three regions of this country: North, Midwest and Southeast, in the period from 2015 to 2020. There is a reflection on the crossing of sayings and the strategies of power and control that make up the public notices and the tenders, which are analysed as a network of statements that dialogues in the discourse in a constant coming and going between public notices and tests. The research also appropriates the guiding documents for language teaching in the country, such as the National Curriculum Parameters (2000) and the Common National Curriculum Base (2018), to observe whether the examination commission of the tenders has as its guideline the statements that compose these documents. Both act as a network of power and control in the structuring of the IFs and, in some way, they dialogue with the notices and the applied tests, which can confirm or refute these directions. In order to get to know the reality, the mission, and values of the IFs, a historiographical background of the form of constitution of these institutions was made, before going to the field of analysis. The theoretical support is the contributions of Bakhtin (2003) and Bakhtin / Volochínov (2010) based on the dialogical conception of language that deals mainly with the study of the statement as linguistic materiality and the genres of discourse. It interacts with the theories of Foucault (2012, 2012b, 2012c) on the statement and especially on power, control, and resistance, evidenced in the statements of the analysed events. This work is part of the theoretical construct of Discourse Analysis, based on the writings of Orlandi (2001, 2000, 2008) to observe the intrinsic relations that are established in the discourse, as well as the constituent mistakes of language. The descriptive character of some tests which are very much focused on demanding formal aspects, instead of discussing the possible meanings of language use, as recommended by the PCN and the BNCC, is questioned. The study has observed that while some teaching units demonstrate resistance in treating language in a dialogical perspective, others indicate a movement so that the text can be a starting and ending point for the tests, re-signifying the tenders in such a way not to valuing grammatical aspects only.