Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-12-09T17:33:31Z No. of bitstreams: 2 Dissertação - Débora Sousa Martins - 2014.pdf: 2362610 bytes, checksum: 2ad99d5924138ade23090788a8b5c77d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-12-09T17:35:13Z (GMT) No. of bitstreams: 2 Dissertação - Débora Sousa Martins - 2014.pdf: 2362610 bytes, checksum: 2ad99d5924138ade23090788a8b5c77d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-12-09T17:35:13Z (GMT). No. of bitstreams: 2 Dissertação - Débora Sousa Martins - 2014.pdf: 2362610 bytes, checksum: 2ad99d5924138ade23090788a8b5c77d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-05-27 / The thesis Identity in pedagogic discourse: the conflict of voices and social places aims to interpret and analyze the interplay of voices cleaved by various discursive and ideological formations of the subject throughout its history, the construction of the identity of the subject / teacher of Portuguese. And specific objectives, describing a regular speech, learning the meanings that derive from there in order to understand the conception that the subject / teacher Portuguese have of themselves and their teaching throughout his career, glimpsing thus their movements identification with different discursive formations. This is a case study conducted with eight teachers of basic education, and, four of the secondary school and four from high school, all public schools Jataí / GO. Thus, there were eight collaborators, four in one school and another four, and all enabled in Portuguese lyrics. To discuss the theme of identity have as main theoretical Bauman (2005), Silva (2003) and especially Hall (2003a, 2001, 2003b, 2003c). This concept here is related to teacher education Portuguese. In this case, the theoretical considerations are made also anchored in ideas Perrenoud (2001), Tardif (2002), Nóvoa (1995), Pepper (2005), Brzezinski (2002). Therefore, it is a qualitative research Denzin and Lincoln (2006), I adopt the theoretical and methodological devices Analysis of Discourse -centered discourse analyzes developed by Pêcheux (1990, 1997, 1998, and 1999) as input for gesture interpretation released on the corpus. Still use the concepts of Maingueneau (2004, 2008) on the concept of ethos. I depart of the thesis that also in the process of identity construction works gesture interpretation of the subject that affected the historicity and ideology, recovers in interdiscourse, some statements and not others to incorporate into your speech. So that the speech and the subject are characterized by heterogeneity, by contradiction, we investigate the clash of voices in the discursive construction of images of themselves, the profession - teaching of Portuguese language and its object of study - the language underlying the apparent linearity speech of the research subjects. The corpus consists of interviews of the subjects studied, which were obtained through written questionnaires and semi-structured interviews. I have confirmed that the subjects studied his sayings are situated in a hybrid territory, from which the images themselves, the object of study and profession are discursively constructed. And the identity of these individuals is not fixed but fluid, mobile, thus re (construes) constantly. Therefore, the constructed images are not set apart from the very condition of the subject teacher as this, when speaking of the profession and language also speaks of himself, revealing the incompleteness that constitute him. / A dissertação A identidade no discurso pedagógico: o embate de vozes e lugares sociais tem como objetivo geral interpretar e analisar a inter-relação das vozes cindidas por diversas formações discursivas e ideológicas do sujeito ao longo de sua história, na construção da identidade do sujeito/professor de Língua Portuguesa. Como objetivos específicos pretendem-se descrever uma regularidade do discurso e apreender os sentidos que dali derivam; compreender a concepção que o sujeito/professor de Língua Portuguesa tem de si e de seu trabalho docente ao longo de sua carreira; entrever, assim, os movimentos de identificação do sujeito/professor de Língua Portuguesa com diferentes formações discursivas. Trata-se de um estudo de caso realizado com oito professores da educação básica, sendo quatro do Ensino Fundamental II e quatro do Ensino Médio, todos de escolas públicas de Jataí/GO. Assim, foram oito colaboradores, quatro de uma escola e quatro de outra, todos habilitados em Letras Português. Para discutir o tema da identidade, tenho como principais teóricos Bauman (2005), Silva (2003) e Hall (2003a, 2001, 2003b, 2003c). O conceito de identidade aqui está relacionado à formação do professor de Português e é em função desse conceito que as considerações teóricas realizadas ancoram-se nas ideias de Perrenoud (2001), Tardif (2002), Nóvoa (1995), Pimenta (2005) e Brzezinski (2002). Para tanto, é uma pesquisa qualitativa baseada em Denzin e Lincoln (2006), adoto, ainda o dispositivo teóricometodológico de Análises do Discurso e centro-me nas análises discursivas desenvolvidas por Pêcheux (1990, 1997, 1998, 1999), como subsídio para o gesto de interpretação lançado sobre o corpus. Utilizo ainda as concepções de Maingueneau (2004, 2008) sobre conceito de ethos. Parto da hipótese de que no processo de constituição identitária funciona o gesto de interpretação do sujeito que, afetado pela historicidade e pela ideologia, recupera, no interdiscurso, alguns enunciados e não outros para incorporar ao seu discurso. De modo que o discurso e o sujeito são caracterizados pela heterogeneidade, pela contradição, procuramos investigar o embate de vozes discursivas na construção de imagens de si, da profissão docente de Língua Portuguesa e de seu objeto de estudo – a língua, subjacente à aparente linearidade do discurso dos sujeitos da pesquisa. O corpus é composto por depoimentos dos sujeitos pesquisados, os quais foram obtidos por meio de questionários respondidos e entrevistas semiestruturadas gravadas. Constatei que os sujeitos pesquisados situam seus dizeres num território mestiço, a partir do qual as imagens de si, do objeto de estudo e da profissão não são conhecidas pelos sujeitos, mas sim discursivamente construídas. Nesse trabalho também confirmou que a identidade desses sujeitos não é fixa, mas fluida, móvel, assim sendo eles a re(constroem) constantemente. Logo, as imagens construídas não estão apartadas da própria condição do sujeito professor, dado que este, ao falar de profissão e de língua, também fala de si, descortinando a incompletude que o constitui.

Abstract In this thesis, I will focus on the changes in the professional identity of pre-service teachers in mathematics, physics and chemistry during their teacher training. The study material consists of 43 pre-service teachers’ learning journals in the academic year of 2005–2006. Bruner (1986) separates two modes of thinking: Narrative and paradigmatic. In this study, I focus on narrative thinking. According to Denzin (1989), a story includes a plot, a middle point and an ending, and the turning points in the story often have a special meaning. In applying narrative method, and by using purposeful sampling I selected six different pre-service teachers’ journals as study material. Applying Polkinghorne’s (1995) approach, the pre-service teachers’ case descriptions were emplotted. The narratives included the changes that had happened in various subdomains of teacher’s professional identity. After that I compared the six case descriptions systematically on the basis of the central themes including the pre-service teachers’ self-esteem related to teaching and mastering the subjects, reflection, emotions, and how to deal with them, and beliefs of students and teaching. A special attention was paid to the changes in them. One point of interest was to find out what kind of meaning the teacher trainers had on the changes in the pre-sevice teachers’ professional identity. According to the main findings, only one pre-service teacher’s professional identity has developed during the training periods in all central aspects. Self-esteem related to mastering the subjects remained good with almost all the pre-service teachers, but self-esteem related to teaching improved with three cases, and got worse with two cases. With some pre-service teachers, the focus on their reflection changed from themselves towards student’s activity. Coping with tenseness, failures in dealing with negative emotions and insecurity about one’s professional identity were in the main role in their stories. All pre-service teachers had teacher-centered lessons in mathematics, but some started to value student-centered orientation also. Physics and chemistry lessons were more student-centered including, for example, project and lab work. Beliefs about students became more positive. The significance of the teacher trainers in developing a pre-servive teacher’s professional identity was often quite minor. / Tiivistelmä Tutkin matematiikan, fysiikan ja kemian aineenopettajaopiskelijoiden ammatti-identiteetin kehittymistä heidän opetusharjoittelunsa aikana. Tutkimusaineistona olivat 43:n lukuvuonna 2005–2006 opetusharjoitteluihin osallistuneiden opettajaopiskelijan pitämät oppimispäiväkirjat. Bruner (1986) erottaa kaksi ajattelun muotoa: narratiivisen ja paradigmaattisen. Tässä tutkimuksessa fokusoidun narratiiviseen ajatteluun. Denzinin (1989) mukaan tarinassa on juoni, alku, keskikohta ja loppu, ja käännekohdat tarinassa saavat erityisen merkityksen. Narratiivista lähestymistapaa käyttäen valitsin tutkimusaineistoksi harkinnanvaraisesti kuuden erilaisen opettajaopiskelijan oppimispäiväkirjat. Polkinghornea (1995) soveltaen juonensin opettajaopiskelijoiden tapauskuvaukset niin, että ne sisälsivät opettajan ammatti-identiteetin eri osa-alueissa tapahtuneet muutokset. Sen jälkeen vertailin tapauskuvauksia systemaattisesti keskeisten teemojen osalta. Keskeisiä teemoja olivat opettamiseen ja opetettavan aineen osaamiseen liittyvä itsetunto, reflektointi, tunteet ja niiden käsittely sekä uskomukset oppilaista ja opettamisesta. Kiinnitin erityisesti huomiota muutoksiin. Tarkastelin myös opetusharjoittelun ohjaajien merkitystä opettajaopiskelijan ammatti-identiteetin muutoksiin. Päätulokseni ovat seuraavat: Vain yhden opettajaopiskelijan ammatti-identiteetti kehittyi opetusharjoittelun aikana jokaisella opettajan ammatti-identiteetin keskeisellä osa-alueella. Opetettavan aineen osaamiseen liittyvä itsetunto säilyi lähes kaikilla opettajaopiskelijoilla hyvänä, mutta opettamiseen liittyvä itsetunto nousi kolmella ja laski kahdella opetusharjoittelun aikana. Opettajaopiskelijoiden reflektointi muuttui osalla itsestä oppilaan toimintaan kohdistuvaksi. Jännittämisestä selviytyminen, negatiivisten tunteiden käsittelyn epäonnistuminen ja epävarmuus opettajan ammatti-identiteetistä olivat pääosassa opettajaopiskelijoiden kertomuksissa. Opettajakeskeisyys painottui kaikilla opettajaopiskelijoilla matematiikan opetuksessa, osalla tapahtui muutosta oppilaskeskeiseen suuntaan. Fysiikan ja kemian oppitunneilla oppilaskeskeisyys näkyi oppilastöiden ohjaamisen kautta. Uskomukset yläasteen oppilaista muuttuivat positiivisemmiksi. Ohjaajan merkitys opettajaopiskelijan ammatti-identiteetin kehityksessä tuli melko vähän esille.

Made available in DSpace on 2014-07-29T16:19:05Z (GMT). No. of bitstreams: 1 Dissertacao Livia A da Silva.pdf: 1436230 bytes, checksum: 9df257534d36b7f61f3a8c7d7811e86a (MD5) Previous issue date: 2012-02-27 / In this research the objective is to analyze the Gestar II and subjectivity of its discursive practice verifying how the Portuguese Language teacher (6th to 9th grade) is disciplined to his/her docent practice. The corpus comprises Gestar II general guide. It has as support the Caderno de Teoria e Prática 1 and Caderno de Atividades de Apoio à Aprendizagem do Aluno de Língua Portuguesa. Thus to proceed our research, we used the French discourse analysis, focusing on Foucault studies about power relations, knowledge and truth in which the subject is inserted, as well as the school curriculum post-critical theory approached by Silva (2000). In order develop the analysis, we investigated how the Portuguese Language subject teacher is disciplinarized to the docent practice from the subjectivity discursive practices present on Gestar II. To proceed to this investigation it is used qualitative study and from documents analysis. It is observed that Gestar II is not restricted only for establishing a school curriculum. It incorporates a whole pedagogical process to establish its subjectivity process, once it prepares the subject teacher offering him/her the theory and the practice to be developed in the classroom. It is noticed that the stuff offered as support to guide the pedagogical practice of the subject teacher has strong imperative sentences that give an idea of order. This way, the subject is subjectivizing by rules that must be toughly followed, consequently, the teacher is disciplinarized. The Language Portuguese subject teacher pedagogical practice is subjectivizing from discipline strategies: time, space, hierarchical look, rule sanction and exam control. Gestar II uses knowledge to institute power, so the program can be considered like a power device once it has, in the interface power/knowledge, its main actuation weapon. / Nossa pesquisa tem como objetivo analisar as práticas discursivas de subjetivação do Gestar II, verificando como o professor de Língua Portuguesa (6º ao 9º ano) é disciplinarizado para a prática docente. Nosso corpus de estudos é constituído pelo Guia Geral do Gestar II, tem como apoio o Caderno de Teoria e Prática 1 e o Caderno de Atividades de Apoio à Aprendizagem do Aluno de Língua Portuguesa 1. Para tanto, para procedermos a nossa pesquisa, mobilizamos a Análise de Discurso de linha francesa, priorizando os estudos foucaultianos sobre as relações de poder, saber e verdade em que o sujeito é inserido, bem como a teoria pós-crítica de currículo abordada por Silva (2000). Desse modo, investigamos como o sujeito professor de Língua Portuguesa é disciplinarizado para a prática docente a partir das práticas discursivas de subjetivação presentes no Gestar II. Para procedermos a essa investigação utilizamos o estudo qualitativo a partir de uma análise documental. Observamos que o Gestar II não se restringe a apenas estabelecer um currículo, e sim incorpora todo um processo pedagógico para estabelecer seus processos de subjetivação, pois procura preparar o sujeito professor lhe oferecendo a teoria e a prática a ser desenvolvida em sala de aula. Percebemos que o material oferecido como suporte para nortear a prática pedagógica do sujeito professor está investido de fortes termos imperativos, que atribuem uma ideia de ordem. Dessa forma, esse sujeito é subjetivado por meio de regras a serem rigorosamente cumpridas e, consequentemente, o professor é disciplinarizado. A prática pedagógica do sujeito professor de Língua Portuguesa é subjetivada a partir das estratégias utilizadas pela disciplina: controle do tempo, do espaço, do olhar hierárquico, da sanção normalizadora e do exame. O Gestar II usa do saber para instaurar o poder, então, o programa pode ser considerado como um dispositivo de poder na medida em que ele tem, na interface poder/saber, sua principal arma de atuação.

The purpose of this study is to identify the perception influenced by phenomena impacting core-subject teacher perceptions of career technical education (CTE). Studies show that CTE is highly successful at preparing California’s students for college and career (Friedman, 2006). However, some educators see “CTE maintain less value in helping to encourage student success” (Shanklin, 2014, p. 3). The phenomenological study examined the perception influencing lived experiences with focus groups and one-on-one interviews. Core-subject teachers participated in these face-to-face interviews. Findings show that core-subject teachers are biased against CTE. Analysis of the survey results determined perception influenced by phenomena experienced by core-subject instructors included perfectionistic characteristics among parents, a society obsessed with outdoing the other person and very little evidence of educational reforms. The study asked questions to raise the teachers’ perceptions of the rigor and relevance in CTE, to identify support that teachers give students applying to CTE instead of college, and how do teachers support the integrated curriculum. Future results will see educational leaders and teachers improve the perception of CTE using new training. A policy change would allow English Language Learners exiting an English Language Development centered schedule on being eligible for CTE at any age. Essential to the future of CTE are (1) lengthening the school day to accommodate a more diversified schedule and (2) eliminating the requirement to stay in one industry sector for up to four years.