This work is the result of the research, developed in the Master's in the Education Brazilian Federal University of Alagoas, about the speeches of teacher training of professionals involved in the Education for Youth and Adults (EYA). It s intended on that research to understand and to analyze the speeches of the teachers of EYA, with regard to educational practice, unveiling the discursive marks that show the training they have undergone and presenting clear marks of repetition of imobility postures adopted in the teaching-learning process for students of this modality. Thus, it was used the theoretical reference of the theory listing on bakhtiniana s side and the French school Analysis, rescuing the theoretical assumptions of Pêcheux, and the Marxist reference to intervene in matters structures for the production of speech. By this way stablished a dialogue with the education on the intermittence with the theory of the speech, so to be able to reflect on the meanings of the social formation neoliberal speeches. The corpus is made of a series of discursive sequences that were produced by several speakers that points toward to a dominated class. These speeches belonged to the day-by-day school and clippings of documents and publications of politicians texts which make references and legitimize the historical incopetence of learners, constantly reaffirming that they are up to failure and to the social stuck. Thus, it is necessary to introduce the concepts of Discursive Analises elucidating the manifestation of the language that are produced by the subject on his individual history and on his social place. It is believed to be a research that will significantly contribute to the discussion of the construction of the academic education, by presenting relevant information that showed interest and raise desire in knowing the theme. / Este trabalho é resultado da investigação, desenvolvida no Mestrado em Educação Brasileira da Universidade Federal de Alagoas, sobre os discursos da formação docente de profissionais envolvidos na Educação de Jovens e Adultos (EJA). Pretende-se, nessa pesquisa, analisar os discursos dos professores da EJA, no que se refere à prática educativa, desvelando as marcas discursivas que evidenciam a formação a que foram submetidos e que apresentam claras marcas de repetição de posturas de imobilismo, adotadas no processo ensino-aprendizagem, para os alunos dessa modalidade. Para tanto, utilizou-se o referencial teórico da teoria da enunciação, em sua vertente bakhtiniana e da Escola Francesa da Análise do Discurso (AD), resgatando os pressupostos teóricos de Pêcheux, bem como o referencial marxista para intervir nas questões fundantes à produção do discurso. Desse modo, estabelece-se um diálogo com a educação, na intermitência com a teoria do discurso, para assim poder refletir sobre os efeitos de sentidos dos discursos próprios de uma formação social neoliberal. O corpus é constituído a partir de uma série de seqüências discursivas, produzidas por vários locutores, que apontam para a ideologia da classe dominante. Tais discursos são provenientes do cotidiano escolar e de recortes de documentos e publicações de textos de políticos que referendam e legitimam a incompetência histórica dos discentes, reafirmando, constantemente, que os mesmos estão fadados ao fracasso e à estabilização social. Dessa maneira, necessário se faz, introduzir conceituações da AD elucidando as manifestações de linguagem que são produzidas pelo sujeito em sua história e em seu lugar social. Acredita-se ser uma pesquisa que irá contribuir de forma significativa para a reflexão do processo de construção da formação acadêmica, por apresentar informações relevantes que evidenciam interesse e suscitam desejo em conhecer o tema.

Thesis entitled ?Analysis of educational communication in the lessons of German language at the second degree of elementary school? contains a theoretical and an empirical part. Its aim is to find out whether the pupils of this type of school have a sufficient space for their communication. In order to investigate this fact, there will be watching of the teaching of German lessons. This method is also enriched by interviewing students and their teachers. The research will be held at two elementary schools. Based on the obtained results, there will be compared both schools. In this thesis is explained the issues of communication. The most common and the best-known definitions of communication appear there. It is composed largely of types of communication and a big attention is paid to teaching communication. We cannot forget the methods and forms of teaching, which are used by the teacher in German lessons. Very important is also the individual work of students, in which they will practice and learn the discussed schoolwork. The aim of this work is to find out the issues of communication and possibilities to use the organizational forms of teaching and methods for improvement of teaching of German lessons.