Abstract
RESUMO O presente artigo tem como objetivo analisar as reações-respostas de professores do Núcleo Docente Estruturante (NDE) de Cursos de Letras de uma universidade pública aos discursos consignados nos documentos oficiais da educação que dispõem sobre o Núcleo nas instituições de ensino, focalizando as relações de tensão existentes entre os discursos envolvidos na interação verbal. Os fundamentos da Teoria Dialógica do Discurso, de viés bakhtiniano, orientam o estudo, favorecendo o debate em torno das refrações e revalorizações dos discursos legais relacionados à criação do NDE no âmbito dos cursos de graduação. A análise dialógica revela que os enunciados dos sujeitos da pesquisa interagem com as vozes oficiais que determinam a criação do NDE e, de algum modo, são respostas a elas, tanto acolhendo-as, como também alterando-as, recusando-as, desprezando-as, num contexto em que os cursos de Letras seriam avaliados por comissões de avaliadores do Ministério da Educação.
Highlights
This article presents part of the results of our doctoral research, which sought to understand the complexity of the restructuration process of an Undergraduate Language Teacher Education Program in the academic sphere (NUNES, 2017), having Bakhtinian studies, entitled by Brait (2008) Dialogic Discourse Analysis, as the epistemic and methodological basis
We aim to analyze the reactions-responses of professors belonging to the Structuring Professoriate Group from the Undergraduate Language Teacher Education Programs of a public university to the discourses in the official documents that discuss the Group within the scope of undergraduate programs, namely CONAES Report n. 4/2010 and CONAES Resolution n. 1/2010, focusing on the existing relations between the discourses involved in verbal interactions
The Structuring Professoriate Group (SPG) of the Undergraduate Language Teacher Education Programs was created2 in a context in which these programs would be evaluated by expert committees of the National Institute of Educational Studies and Research Anísio Teixeira3, due to the unsatisfactory Preliminary Course Score4 in the National Student Performance Exam5 in 2011
Summary
This article presents part of the results of our doctoral research, which sought to understand the complexity of the restructuration process of an Undergraduate Language Teacher Education Program in the academic sphere (NUNES, 2017), having Bakhtinian studies, entitled by Brait (2008) Dialogic Discourse Analysis, as the epistemic and methodological basis. The SPG of the Undergraduate Language Teacher Education Programs was created in a context in which these programs would be evaluated by expert committees of the National Institute of Educational Studies and Research Anísio Teixeira (hereinafter INEP), due to the unsatisfactory Preliminary Course Score (hereinafter PCS) in the National Student Performance Exam (hereinafter ENADE) in 2011. The study is based on the assumption that there is a clash of political-ideological forces that permeate the research subjects’ utterances concerning the SPG configuration This provokes a wide variety of responses to the official discourses, which may be of adhesion, and of refusal, criticism and revalorization, even in a context in which the courses would be evaluated by the Ministry of Education’s evaluation committee.
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