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Gender, power and resistance in post-sixteen science education : the production of student subjectivities within competing curriculum discourses and practicesHughes, Gwyneth January 1998 (has links)
No description available.
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Textos de apresentação em livros didáticos de português: processos de objetivação do sujeito aluno / Presentation texts in portuguese textbooks: processes of objectification of the student-subjectCarvalhaes, Wesley Luis 08 October 2009 (has links)
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Previous issue date: 2009-10-08 / The purpose of this work is to discuss the Portuguese textbook (LDP – Livro Didático de
Português) using their introductory texts as references. These texts are viewed as processes
for reaching the student-subject and are based upon theoretical and analytical principles of
the Discourse Analysis (AD – Análise do Discurso). This research is part of the requirements
for the Master’s Degree program at the Federal University of Goiás Language and Linguistics
School. It covers the introductory texts in four distinct moments: 1) before 1980; 2) the
1980’s; 3) the 1990’s, and 4) from 2000 to 2006. Not all of the selected textbooks incorporate
introductory texts, what reveals a discourse that confirms the student-subject. This study
historically depicts the Discourse Analysis as a field of expertise connected to the language
studies. It makes a historical survey of the textbooks in general, especially the LDP, analyzing
the introductory texts under the lights of the discourse theories, identifying the student
subject-form presented in, and by, the investigated texts. The introductory texts were written
in diverse ways, since the discourses, the discourse formations, and the imaginary formations
modified themselves due to social-historical relations. As a consequence of this movement,
the figure of the student was subject to a metamorphosis through each text. Therefore,
changes in the discourses become guidelines to the. These transformations in the discourse
are materialized by the introductory texts, bringing up LDP concepts such as the profile of the
student, and the language and Portuguese teaching in each period. These text analysis allow
for multi-angled results: 1) language as an abstract set of rules and as an instrument of
communication; 2) language as a way of social interaction, 3) language viewed as from being
a reproduction of linguistic models, supervised by the teacher, to a significant activity; 4) the
student faced as from both a source and receptacle for information, to acting protagonist of
the process for the construction of knowledge. The introductory texts show a notion of
language and language teaching, and delineate an image of the student. However, it is
necessary to assume a critical view regarding the manner the LDP sees the student, accepting
that these images are close either to discourse formations common to the school environment
or to the world of editorial business. This research contributes to the area of school practice,
especially the teaching of Portuguese, approaching the textbooks as both conditioning and
determining elements, especially regarding the configuration of quite a subjective element:
the student. / Este trabalho objetiva fazer uma abordagem discursiva do livro didático de português (LDP),
tomando como objeto de estudo os textos de apresentação, tratando-os como processos de
objetivação do sujeito aluno com base nos dispositivos teóricos e analíticos da Análise do
Discurso. A pesquisa vincula-se ao curso de mestrado do Programa de Pós-graduação em
Letras e Linguística da Universidade Federal de Goiás, e abrange textos de apresentação de
LDP de quatro momentos: anos anteriores a 1980; década de 1980; década de 1990 e anos
entre 2000 e 2006. Dos LDP selecionados, nem todos trazem textos de apresentação e essa
ausência também revela um discurso que configura o sujeito aluno. O estudo traça um esboço
histórico da constituição da AD como uma disciplina própria dos estudos da linguagem; faz
um inventário da historicidade do livro didático, particularmente do LDP, e situa os textos de
apresentação como gênero discursivo; analisa os textos de apresentação, à luz de teorias
discursivas e identifica a forma-sujeito aluno constituída nos e pelos textos analisados. Os
textos de apresentação dos LDP analisados foram escritos de modos diversos, pois os
discursos, as formações discursivas e as formações imaginárias, em razão das relações
sócio-históricas, transformaram-se. Como consequência desse movimento, metamorfoseouse
a imagem de aluno presente em cada um dos textos de apresentação analisados. Há,
portanto, uma alteração dos discursos que condicionam a elaboração do material didático.
Essa transformação discursiva é materializada nos textos de apresentação os quais
evidenciam, em cada período abordado, uma noção de língua e de ensino de português, bem
como uma imagem do aluno objetivado pelo LDP. A análise desses discursos nos possibilita
um desenho diacrônico: de língua como conjunto abstrato de regras e instrumento de
comunicação a língua como meio de interação social; de ensino como reprodução de modelos
linguísticos supervisionada pelo professor a ensino como atividade significativa; e de aluno
como reprodutor e receptáculo de informações a aluno protagonista do processo de construção
do conhecimento. Os textos de apresentação mostram uma noção de língua e ensino e
configuram uma imagem do aluno. É necessário, no entanto, assumir uma posição crítica em
relação à variação do modo de o LDP ver o aluno, entendendo que essa imagem aproxima-se
tanto de formações discursivas próprias do contexto escolar, quanto de outras como aquelas
ligadas ao campo do comércio editorial e dos negócios. O desenvolvimento desta pesquisa
insere-se no âmbito das contribuições a respeito da prática escolar, notadamente ao ensino
de língua portuguesa, tratando o material didático como um elemento condicionante e
determinante dessa prática, especialmente no que se relaciona à configuração de uma
subjetividade: o aluno.
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Myter om gymnasieeleven : En diskursteoretisk studie av dominerande subjektspositioner i politiska texter 1990-2009 / The Social Myths of Student Subjects : A study of dominating subject positions in political documents in Swedish educational discourse 1990-2009Terning, Maria January 2016 (has links)
For whom the educational system should be available, what it should contain and what it should lead to, are all questions but with different answers. In this dissertation, these answers are understood as products of relations including a power dimension. As these relations constantly changes, the discursive struggle of defining the educational system is constant. Said struggle also contains different constructions of the student subject; what she/he ought to be and should become. It is the struggle of defining the student subject that is the focus of this dissertation. As a starting point for the analysis, a political discourse theory is used, developed by Ernesto Laclau and Chantal Mouffe (2001). The main aims of the dissertation are to analyze 1) How the student subject is defined and positioned in the analyzed policy texts 2) What kind of relations that are constituted among student subjects and in between student subject, working life and social life 3) How does the conditions of the discursive struggle make impact of the space for political subjectivity. The empirical material is Swedish Political documents written between the time periods 1990-2009. The analysis of the discursive political struggle shows three dominant subject positions structured in partly different discourses: The successful and free student, produced in the discourse of liberation (1990-1998), the individualized and solidary student, produced within the discourse of nostalgia (1997-2005) and the dutiful and adaptable student, which dominates the political struggle in 2006-2009, produced in the discourse of harmony. Although the subject positions are constituted within three different discourses, structured by partly different logics, they share an idea; the idea of an ongoing globalization. These articulations are not questioned and cannot be ignored in the discursive struggle. They are understood as disarticulations of an English/American neo-liberal discourse. To win a hegemonic position, the discourse of liberation, nostalgia and harmony, has to adopt signs from this neo-liberal discourse. They are also forced to rearticulate the intent of specific signs so they fit into each discourse’ inner logics. The disarticulations of the neo-liberal discourse which goes across the discursive borders are in this dissertation understood as a social fantasy.
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