A leitura e o imaginário docente em formação: um enfoque discursivo
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Data
2017-04-28
Autores
Pereira, Ludmila Fernanda Domingues [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com base nos pressupostos teórico-metodológicos da Análise do Discurso francesa, em interface com os Novos Estudos do Letramento, o objetivo da presente pesquisa é investigar os discursos constitutivos do imaginário dos sujeitos docentes em formação frente ao livro como artefato culturalmente legitimado para a leitura. Como desdobramento desse objetivo geral, buscamos investigar, por meio dos objetivos específicos, marcas linguístico-discursivas que apontem para: i) os efeitos das vozes constitutivas dos discursos que legitimam o livro como artefato culturalmente valorizado para a leitura, ii) os efeitos das dicotomias (leitor x não leitor, leitura solitária x leitura interativa, obrigatoriedade x gratuidade) em relação à leitura, iii) os efeitos das novas tecnologias no imaginário dos sujeitos professores em formação. O corpus é constituído por relatos produzidos por alunos do curso de Pedagogia de uma instituição de Ensino Superior particular do interior do Estado de São Paulo, na qual atuamos como docentes. O tratamento científico dado ao material foi feito por meio de recortes, os quais permitem a relação do todo com a parte, o que contribui para, por meio da interpretação, formularmos as considerações finais sobre o imaginário do professor em formação frente à prática da leitura em tempos de espetacularização do meio tecnológico frente ao tradicional. Essas reflexões são apresentadas em três eixos estruturantes desenvolvidos em conformidade com os objetivos da investigação. Os resultados apontam para a emergência do imaginário dos professores em formação, o qual é afetado por discursos advindos de documentos oficiais, de pesquisas nacionais e internacionais sobre a leitura, enfim, de discursos de ordem e de poder.
Based on the theoretical and methodological assumptions of the French Discourse Analysis, in interface with New Literacy Studies, the objective of the present research is to investigate the constitutive discourses of the imaginary of teaching subjects in training in front of the book as an artifact culturally legitimized for reading. As a result of this general objective, we seek to investigate, through specific objectives, linguistic-discursive marks that point to: i) the effects of the constitutive voices of the discourses that legitimize the book as a culturally valued artifact for reading, ii) the effects of dichotomies Reader x non-reader, solitary reading x interactive reading, compulsory x gratuity) in relation to reading, iii) the effects of the new technologies on the imaginary of the teaching subjects in training. The corpus consists of reports produced by students of the Pedagogy course of a private higher education institution in the interior of the State of São Paulo in which we act as teachers. The scientific treatment given to the material was by means of clippings, which allow the relation of the whole with the part, which contributes, through interpretation, to formulate the final considerations about the imaginary of the teacher in formation against the practice of reading in times of spectacularization of the technological environment compared to the traditional one. These reflections are presented in three structuring axes developed in accordance with the research objectives. The results point to the emergence of the teachers' imaginary in formation, which is affected by discourses derived from official documents, from national and international researches on reading, in short, discourses of order and power.
Based on the theoretical and methodological assumptions of the French Discourse Analysis, in interface with New Literacy Studies, the objective of the present research is to investigate the constitutive discourses of the imaginary of teaching subjects in training in front of the book as an artifact culturally legitimized for reading. As a result of this general objective, we seek to investigate, through specific objectives, linguistic-discursive marks that point to: i) the effects of the constitutive voices of the discourses that legitimize the book as a culturally valued artifact for reading, ii) the effects of dichotomies Reader x non-reader, solitary reading x interactive reading, compulsory x gratuity) in relation to reading, iii) the effects of the new technologies on the imaginary of the teaching subjects in training. The corpus consists of reports produced by students of the Pedagogy course of a private higher education institution in the interior of the State of São Paulo in which we act as teachers. The scientific treatment given to the material was by means of clippings, which allow the relation of the whole with the part, which contributes, through interpretation, to formulate the final considerations about the imaginary of the teacher in formation against the practice of reading in times of spectacularization of the technological environment compared to the traditional one. These reflections are presented in three structuring axes developed in accordance with the research objectives. The results point to the emergence of the teachers' imaginary in formation, which is affected by discourses derived from official documents, from national and international researches on reading, in short, discourses of order and power.
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Palavras-chave
Leitura, Professor em formação, Imaginário, Análise do Discurso, Novos Estudos do Letramento, Reading, Teacher in training, Imaginary, Discourse Analysis, New Studies in Literacy