Discurso e ensino: o curso de Letras e a formação docente

Abstract

This thesis aims to discuss the scientific-educational policies of the course of Letters, by analysing the political-pedagogical project (PPP) that guides the training of students and future teachers of Portuguese. The realization that every aspect of human activity produces its genres in a more or less stable form, according to which the subjects are interrelated and interact socially (BAKHTIN, 1997) is significant as it allows the statement that the PPP is a guiding document of a scientific-educational policy that may be present in the discourse practices keen to the university life of a syllabus. The PPP outlines, among other principles, philosophical and educational concepts as well as theoretical and methodological approaches that underlie the scientific and educational discourse and knowledge set in the course of Letters. As a result, the author sought to draw the historical flow of local and global references, from the concepts of being, time, event and otherness, arising off literary knowledge (BARTHES, 1992 and BAKHTIN, 2010) and the focused university career, as interrelated to the environment marked by the movement towards change in science and education. Then the Bachelor in Letters PPP was studied, examining this genre of academic and university discourse, depending on the shape and type of interaction in relation to the concrete situation of utterance and the broader social and historical horizon (BAKHTIN/VOLOCHINOV, 1992), upon which new senses are configured, converging and/or confronting discourses and knowledge sets historically embedded in the syllabus. Hence, the reflection upon whether the introduction of new subjects in language studies is the result of a consensual transition from statement linguistics towards enunciation linguistics or the benchmark of a paradigm(s) crisis in the scope of linguistics. An analysis of the discourses of Letters students from UFPA, Marabá, Brazil, was performed in order to understand the underlying directions that are built on the course, on the political-pedagogical project, and the image they build of the institution, of themselves, both as students and future Portuguese Language teachers. The objective was, therefore, to confront the scientific-educational policy proposed by the PPP with these subject s discourse in order to understand their position towards the training that permeates the project as well as its evaluation of the curriculum integration discourse. Finally, the author aimed at focusing on other references to courses of Letters, in order to collate the different PPP positions as related to the profile they intend to build in a teacher of Portuguese, according to the proposed language studies curriculum framework. The corpus used was that of the PPP of the Course of Letters at the Marabá Campus of the Federal University of Pará, as well as oral and written testimonies of students of that institution in order to compare them with other courses Letter courses PPPs: Federal University of Pará, Belém Campus, and Federal University of Goiás, Catalão and Goiânia Campuses