Programa de Pós-Graduação em Ciências da Linguagem
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Navegando Programa de Pós-Graduação em Ciências da Linguagem por Assunto "Acontecimento discursivo"
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Dissertação Acesso aberto Análise discursiva do telecurso 2000: o acontecimento discursivo do módulo de língua portuguesa(2005-12) Siebert, SilvâniaEsta análise tem o propósito de abordar a relação discursiva estabelecida entre os interlocutores a partir do evento Telecurso 2000, módulo de Língua Portuguesa para o 1º Grau, a partir da Análise do Discurso. Para tanto, observamos por meio de movimentos de aproximação e afastamento o funcionamento da Escola, da mídia (dos meios de comunicação), do Ensino a Distância e da Teleducação. A observação do funcionamento das discursividades, midiáticas e pedagógicas permitiu-nos perceber como se deu a articulação entre os diferentes acontecimentos e que originou o Telecurso 2000. A partir desses acontecimentos de mídia, enunciativo e discursivo pudemos compreender novos sentidos com a observação das memórias social e histórica. O que nos permitiu concluir que a “teleaula” produz um efeito de sentido que está para a atualidade, o que a predispõe como material didático de qualidade potencial. No entanto, para isso é necessário que não se produza, como na escola tradicional, materiais de cunho autoritário e com pouca polissemia, o que é próprio para ensinar e não para educar.Tese Acesso aberto A aula enquanto possibilidade para o acontecimento discursivo: efeitos de sentido do Projeto Cambira para alunos da comunidade pesqueira da Barra do Sul(2015) Oliveira, Sueli Regina deThe present work aims to contribute to the discussion about the pedagogical discourse within the Federal Network of Technological Education, through the analysis of lessons Initial Training and Continuing Processing of Fish and Cooperatives of a fishing community from Barra do Sul Beach, that occurred at the Federal Institute of Santa Catarina - Campus Araquari. The overall goal is to investigate whether the production conditions of the formation of Cambira Project process shall introduce the class as a discursive event. The question which formula here is: what contributes to creating the class in a discursive event that causes the production of meanings for the participating students, interfering with the social life of the human beings? To this end, studies will serve as a theoretical framework about the power and discipline within the pedagogic discourse, pointed out by Foucault (1987); the circularity of pedagogic discourse, in the mold of Orlandi (2011); the shape and position of subject, in Pecheux (1988), Orlandi (1998 and 2010) and Zoppi-Fontana (2010); the question of authorship in Orlandi (2012) and Gallo (2011); as well as the class as a discursive event, based on readings of Pecheux (1988), Geraldi (2010) and Foucault (2004 and 2012). Whereas the production conditions presented from the materiality of classes (classes of videos and handouts) presented in the formulation of possible discourses possibilities of meaning effects that arise as a discursive event, from written materiality for oral significant. Basing on the theory of discourse analysis (DA), the hypothesis is that the discursive event occurs through the lessons Cambira Project, to the extent that the experiences brought by fishers to the environment of the classroom produced meaning in life of each of the members of the project.Dissertação Acesso aberto As produções textuais de alunos em escolas por ciclos de formação: irrupção de um acontecimento discursivo(2013) Silva, Maria Luíza daThis study, from the theoretical analysis of Pêcheux French Discourse, takes as materiality analysis the textual productions of students and interviews with teachers and principals of schools that are organized in Formative Cycles in Criciúma / SC. The corpora were collected during October and December of the year 2012. With all that material, it was aimed to investigate if the replacement of graded system of those schools for the institution of Formative Cycles, in 2003, caused significant changes in the teaching and learning process of those schools, in order to achieve greater autonomy of the students and their teachers. For that purpose, firstly, it was presented the concept of the Formative Cycles system in contrast to the graded system. That explanation pointed us to the need for changing the way school is organized and designed, seeking, then, a breakup with a speech of immutability that only sees school as a place of reproduction, whose function should be to prepare students for the job market. Then, from the observation of the textbooks replacement for other ways to organize the schools planning, it was investigated, on the students production and interviews with teachers and principals involved in the research, if that change has provided an opening for the multiplicity of meanings, disrupting, then, the conception of the single treatment for contents. Evaluating that route under the perspective of the discourse analysis, the main goal is to investigate if the institution of cycle system instead of the graded system, which represented a historic event in the investigated city school system, also caused a great sense imbalance that could be considered as a Discursive Event. Our proposal is, from this theoretical research, to investigate whether it is possible to assign other meanings to school as a space for human formation, also characterizing the school as a place of transformation, not only reproduction and representation.