Práticas de linguagem, letramentos e interdisciplinaridade em uma escola pública

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Universidade Federal de Goiás


This is a nature ethnographic study, produced at a public state school, located in Senador Canedo, with the objective to investigate the conception of language, the literacies and the interdisciplinarity posts in the speeches and teaching practices. His/her participants are eight teachers from different disciplines, working in the evening shift, in high school. The field comprises a period of ten months, since the meetings with the management, coordination and with the teachers of the school, that occurring in the early of January 2015, until the recording of the last interview with the participants, that occurring in the end of October 2015. Its theoretical framework related works from various fields interested in reflecting on the paradigm shift in science in general, and particularly in language studies. Its theoretical framework weaves the critical network of ideologies that cooperate with each other to build the Westerner-European epistemic stabilizer language project. This research seeks to sharp your objectives to the postmodern perspective that intent on building an anti-hegemonic agenda for thinking and doing research in the sciences in general and linguistic studies in particular. For the co-production of the data were used the Questionnaire, the Note-Direct and Semi-Structured Interview. The interaction and analysis of co-produced data revealed that is active in the school an arena of power that located, on the one hand, the system and its constraints to school and to teachers and, on the other hand, the speeches and teaching practices, to adhere to the system or to subversion of this system. Were used as Analysis Categories: Borders; Continuum; Subversive Teaching. As a summary of the analyzes produced, this research found that, despite the unfamiliarity with the concept and the literacies practices, the teacher-participants produce experiences of ideological literacies in their teaching practices. Though the teachers possess greater theoretical depth practice about the notion of interdisciplinarity, even with many constraints that act as inhibitors of the interaction teachers within the school, they assume the risk to produce interdisciplinary experiences. Anyway, it was possible analyze that, even in their speeches are identified traits of modern ideology that understands the language stabilized in the code, in its grammatical structure; in their speeches and in their practices the teacher-participants showed that none of them is failing of the your role to propose to your learners practice of the reading and of the writing texts, as a way to help them to think critically about the language and about your role of symbolic mediation for learning in various branches of knowledge. This time, the teachers revealed that their conception of language and its practices are no longer hegemonic linked to modernity; but are in a field of contradiction: sometimes even tuned to modernity in its stabilizing ideology of language in the code and the grammatical classifications; sometimes even tuned to the anti-hegemonic schedule advocated in this research, a qualitative and ethical proposal of the beholder in education and school a privileged locus to face the challenges presented to us global / locally situated. It is, therefore, a school route at the paradigmatic transformation.



MIRANDA, S. G. Práticas de linguagem, letramentos e interdisciplinaridade em uma escola pública. 2016. 218 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.