Identidade e intertextualidade em narrativas de docentes e em textos de leis federais brasileiras, de 1960 a 2000

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The main objectives of this dissertation are to investigate the ways in which Brazilian teachers identities were represented in educational legislation in Brazil from 1960 to 2000 and to identify how and to what extent these representations are reproduced in contemporary teacher narratives. Today, teachers working in the Brazilian education system (including higher education) are not valued in the way they were in the midtwentieth century and their role as political actors has been diminished. The hypothesis guiding this study is that these shifts in the representation of teachers contribution to education can be traced in the changing discourses about education and about the role of educational institutions in Brazilian society, before, during and after the military dictatorship. The study focuses on: (1) the discourses and ideological orientations manifest in specific pieces of educational legislation in Brazil during the period from 1960 to 2000; (2) teachers own accounts of their professional experience at different points during this period. These accounts are being gathered by means of semi-structured interviews with teachers. This is an interdisciplinary study that draws on recent social and educational theory, theories of ideology, Critical Discourse Analysis, ethnography and narrative analysis. Language use (or discourse) is understood as a social and cultural practice which contributes to the construction of identities in specific institutional and historical sites. Intertextuality is taken to be a central element in representation and in identity construction.

ASSUNTO(S)

narrativa (retórica) legislation discourse intertextuality análise do discurso narratives oratória intertextualidade linguistica expressão identity

ACESSO AO ARTIGO

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