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Previous issue date: 2013-04-29 / According to the studies in Applied Linguistics, this thesis is based on an interdisciplinary perspective (Critical Discourse Analysis, Sociology towards Social Change, Cultural Studies and Systemic-Functional Linguistics). The overall objective of the research was to analyze the discourses of Elementary School teachers in the state of Sergipe, by means of the discursive representations of the social actors, the processes of subjectivity and their fragmented identities in the context of standardized evaluations before the requirements of globalized pedagogical practices, based on the result-based management. The critical analysis of such discourses was motivated by the rapid pace with which the demands of innovation become part of the classroom, aiming at reaching the target in what concerns the indexes of the rankings which characterize the globalized discourse of the national education management, like Ideb (Basic Education Development Index), which makes teachers change their discourses, become silent or keep resistant. The work was initially endorsed by the theoretical lines of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2006), and poses a proposal for such purpose: the ASCD Discourse Sociological and Communicative Approach (PEDROSA, 2012, 2013). This is an interpretative-qualitative study of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003; RAMALHO ; RESENDE, 2011) and to carry it out, semi-structured interviews were used as instruments of data generation (BAUER; GASKELL, 2011; GILL, 2011). Its corpus is composed of thirteen accounts of teachers from the Elementary school who teach Portuguese and work in the fifteen schools which were chosen to be the universe of the research at the Regional Board of Education (02) in the state of Sergipe. Such narratives are related to their impressions, expectations and actions which favor the management of results to which they have to submit themselves. The analytical overview of sociological and discursive line comes from the pan-semiotic categories (Inclusion and Exclusion) which appear in the theory of Representation of Social Actors (VAN LEEUWEN, 1997, 2008). To present the processes of subjectivity of these teachers, this work is based on the socio-analytical proposal of the classification of the subjects, which stems from the individual s work in the Gest?o Relacional de Si , which comes from the Applied Sociology (towards) Social Change (BAJOIT, 2006, 2009). The discursive analyses were guided word for word, in their majority, by having the Systemic Functional Grammar as their theoretical basis, specifically by the processes of the Transitivity System postulated by Halliday, (1985); Halliday and Mathiessen, (2004); Eggins (2004); Cunha and Souza (2011). The work makes the field of Cultural Studies emerge towards the dialogue and the presentation of the fragmented identities of the teachers in the context of late modernity (GIDDENS, 2002; HALL, 2011). The thesis promoted a reflection over the teacher s condition, who is immerse in this context of knowledge construction of the present Brazilian educational system, the standardized evaluations, the indexes of development, the targets and the rankings. The considerations and outcomes of such a research dealt with the teachers emerging social practices and the need of planned initial and continuing teacher education towards the new moment which is foreseeable / Situada nos estudos de Lingu?stica Aplicada, esta tese se apresenta em uma perspectiva interdisciplinar (An?lise Cr?tica do Discurso, Sociologia para Mudan?a Social, Estudos Culturais e Lingu?stica Sist?mico-Funcional). O objetivo geral da pesquisa foi analisar os discursos de professores do Ensino Fundamental em Sergipe, a partir das representa??es discursivas dos atores sociais, dos processos de subjetiva??es e suas identidades fragmentadas, no contexto de avalia??es estandardizadas, ante os requerimentos de pr?ticas pedag?gicas globalistas, pautadas pela gest?o de resultados. A an?lise cr?tica desses discursos foi motivada pela rapidez com que as exig?ncias da inova??o adentram na sala de aula, visando ao alcance de metas nos ?ndices dos rankings que configuram o discurso globalista da gest?o nacional da educa??o, a exemplo do Ideb (?ndice de Desenvolvimento da Educa??o B?sica), fazendo com que os docentes modifiquem seus discursos, silenciem ou resistam. O trabalho foi endossado inicialmente pelas linhas te?ricas da An?lise Cr?tica do Discurso (FAIRCLOUGH, 2001, 2006) e traz uma proposta para esse fim: a ASCD Abordagem Sociol?gica e Comunicacional do Discurso (PEDROSA, 2012, 2013). O estudo ? de cunho qualitativo-interpretativo da An?lise Cr?tica do Discurso (FAIRCLOUGH, 2001, 2003; RAMALHO; RESENDE,2011) e para tal, foram utilizadas entrevistas semiabertas como instrumento de gera??o dos dados (BAUER; GASKELL, 2011; GILL, 2011). O corpus comp?e-se de treze relatos de docentes de L?ngua Portuguesa no Ensino Fundamental, que atuam nas quinze escolas elencadas como recorte para a pesquisa na Diretoria Regional de Ensino (02) - estado de Sergipe. As narrativas desses professores tratam das impress?es, expectativas e a??es destes em prol da gest?o de resultados que os mesmos est?o submetidos. O panorama anal?tico de linha sociol?gica e discursiva parte das categorias pan-semi?ticas (Inclus?o e Exclus?o) constantes teoria da Representa??o dos Atores Sociais (VAN LEEUWEN, 1997). Para apresenta??o dos processos de subjetiva??o desses professores, o trabalho se vale da proposta socioanal?tica de classifica??o dos Sujeitos, fruto do trabalho do indiv?duo na Gest?o Relacional de Si , oriunda da Sociologia para Mudan?a Social (BAJOIT, 2006, 2009). As an?lises discursivas foram textualmente orientadas, em sua maioria, pelo aporte da Gram?tica Sist?mico Funcional, especificamente pelos processos do Sistema de Transitividade postulado por Halliday, (1985); Halliday e Mathiessen, (2004); Eggins (2004); Cunha e Souza (2011). O trabalho trouxe o campo dos Estudos Culturais para o di?logo e apresenta??o das identidades fragmentadas dos docentes no contexto da modernidade tardia (GIDDENS, 2002; HALL, 2011). A tese proporcionou uma reflex?o sobre a condi??o do docente, imerso nesse contexto de constru??o de saberes do atual sistema educacional brasileiro, as avalia??es estandardizadas, os ?ndices de desenvolvimento, as metas e os rankings. As considera??es e desdobramentos desta pesquisa versaram sobre as emergentes pr?ticas sociais dos professores e a necessidade de forma??o docente inicial e continuada planejadas para o novo momento que se delineia
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16376 |
| Date | 29 April 2013 |
| Creators | Damaceno, Taysa M?rcia dos Santos Souza |
| Contributors | CPF:02918245453, http://lattes.cnpq.br/0743019098101887, Alves, Maria da Penha Casado, CPF:24162906491, http://lattes.cnpq.br/7377731555637172, Vian J?nior, Orlando, CPF:07367936824, http://lattes.cnpq.br/5463585749303495, Barbosa, Jos? Roberto Alves, CPF:77943651472, http://lattes.cnpq.br/6863902903753881, Cabral, Marlucia Barros Lopes, CPF:47354089400, http://lattes.cnpq.br/3358484754472194, Pedrosa, Cleide Em?lia Faye |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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