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Master's Dissertation
DOI
10.11606/D.8.2013.tde-13022014-103421
Document
Author
Full name
Paula Cristina Lameu
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2013
Supervisor
Committee
Carmagnani, Anna Maria Grammatico (President)
Lopes, Carlos Renato
Mór, Walkyria Maria Monte
Title in Portuguese
Os conflitos do discurso disciplinar pedagógico e do discurso tecnológico educacional
Keywords in Portuguese
Análise de discurso
Disciplina
Multiletramentos
Abstract in Portuguese
O fazer de professores e alunos tem se mostrado conturbado hoje em dia, em função da presença de elementos tecnológicos na sala de aula, como por exemplo o computador, projetores, lousa interativa e tablets. A constituição das identidades de professores e alunos também se mostra conturbada a partir da emergência de práticas diferenciadas em relação àquelas comumente adotadas pela pedagogia tradicional. Assim, a temática dessa pesquisa é o processo de subjetivação e a constituição da identidade de professores e alunos, sob a influência do discurso pedagógico e do uso das novas tecnologias da informação. A hipótese desta pesquisa é que há dois discursos paradigmáticos coexistindo no ambiente de escola pesquisada, em que duas formas diferentes de pensar e agir na educação estão em conflito, levando à constituição de subjetividades contraditórias e ambíguas. O objetivo geral dessa pesquisa é investigar como essa contradição e essa ambiguidade estão afetando o processo de subjetivação de alunos e professores. Os objetivos específicos são: identificar no discurso de alunos e de professores, a materialização desses discursos conflituosos e quais são os efeitos de sentidos que esses discursos paradigmáticos estão produzindo; e analisar como esses efeitos de sentidos afetam os processos de subjetivação dos alunos e dos professores. Atendemos a esses objetivos realizando dois questionários abertos e escritos em duas etapas, tanto com professores quanto com alunos. Apresentamos os resultados da pesquisa e constatamos a existência desse conflito e a sua influência na subjetivação de professores e alunos.
Title in English
The conflicts of the disciplinary pedagogical discourse and the technological educational discourse
Keywords in English
Discipline
Discourse analysis
Literacies
Abstract in English
The performance of teachers and students has been troubled now-a-days, due to the presence of technological elements in the classroom, as an example the computer, projectors, interactive board and tablets. The constitution of identities of teachers and students has also been troubled in relation to those generally adopted by the traditional pedagogy. Therefore, the theme of this research is the subjectification process and the constitution of the identity of teachers and students, under the influence of the pedagogical discourse and the use of the new information technology. The hypothesis of this research is that there are two paradigmatic discourse coexisting in the environment of the school that the research took place, in which two different forms of thinking and acting in education are in conflict, leading to the constitution of contradictory and ambiguous subjectivities. The general purpose of this research is to investigate how this contradiction and this ambiguity are affecting the students and teachers subjectification process. The specific purposes are: to identify in the discourse of students and teachers the materialization of these rowdy discourses and what are the meaning effects that these paradigmatic discourses are producing; and analyze how these meaning effects affect the subjectification process of students and teachers. We attended to these purposes doing two open and written questionnaires in two steps, not only with teachers, but also with students. We presented the results of the research and found the existence of this conflict and its influence in the subjectification of teachers and students.
 
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Publishing Date
2014-02-13
 
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