Juliana Possidônio - Academia.edu (original) (raw)

Uploads

Papers by Juliana Possidônio

Research paper thumbnail of O discurso de professores sobre a \"grande divisa\" entre a Educação Infantil e o Ensino Fundamental: o funcionamento de estratégias argumentativas

In an attempt to probe the discursive memory about what is to be a teacher, from the point of vie... more In an attempt to probe the discursive memory about what is to be a teacher, from the point of view of pedagogical work with the language, this study is dedicated to analyze the subject-teacher discourse on teaching, aiming to interpret the teaching disqualification way in previous school stages to the moment of formal literacy. The research involved the writing of teachers working in public schools in Ribeirão Preto, so that they were encouraged to argue about their conceptions and possibilities of working with language in its broad professional field, as well as about status of city teachers. The theoretical look we launched our corpus is based on the pecheuxtiana Discourse Analysis, reflections on literacy, especially the socio-historical conception developed by Tfouni (1995/2006), and the criticism of the theory of the "great divide" (STREET, 1989). In addition, support us in the Pacific thesis (2002) about the intrinsic relationship between argumentation and authorship. Our data point to a contradiction (PÊCHEUX, 1975/2009) weaving the discursive thread about being a teacher in child education and elementary education, contradiction that it takes shape in the subject teacher's discourse from the relationship directions between care and education, the tracks age of their work and the charges on education, especially formal literacy, as well as the category of city teachers. Still interpret a close relationship between the senses on literacy and possible "assume" the teacher discursive position.

Research paper thumbnail of Sentidos na rede: sobre a docência

Revista Letras, 2015

Incitados por reflexões acerca do sujeito discursivo na sua relação com os sentidos e a rede elet... more Incitados por reflexões acerca do sujeito discursivo na sua relação com os sentidos e a rede eletrônica, buscamos, neste trabalho, sob as referências teóricas da Análise de Discurso (AD) de ‘linha francesa’, erigir uma discussão sobre questões relativas ao ciberespaço, tais como a materialidade linguística que o distingue, a memória discursiva que o caracteriza e a galáxia de sentidos que o seu uso, cada vez maior, enquanto lugar de produção, constituição e circulação do discurso, faz circular. As contribuições teóricas de Michel Pêcheux e de outros grandes teóricos que a partir dele se orientam, são aqui evocadas, querendo então pensar a AD como um dispositivo teórico e analítico que nos possibilita compreender discursivamente o ciberespaço e os sujeitos a ele “conectados”. Propomo-nos ainda a análise do discurso de sujeitos-professores no espaço da rede eletrônica, como comentário a uma publicação sobre a docência na educação infantil, querendo então conhecer os sentidos por eles ...

Research paper thumbnail of O discurso de professores sobre a \"grande divisa\" entre a Educação Infantil e o Ensino Fundamental: o funcionamento de estratégias argumentativas

In an attempt to probe the discursive memory about what is to be a teacher, from the point of vie... more In an attempt to probe the discursive memory about what is to be a teacher, from the point of view of pedagogical work with the language, this study is dedicated to analyze the subject-teacher discourse on teaching, aiming to interpret the teaching disqualification way in previous school stages to the moment of formal literacy. The research involved the writing of teachers working in public schools in Ribeirão Preto, so that they were encouraged to argue about their conceptions and possibilities of working with language in its broad professional field, as well as about status of city teachers. The theoretical look we launched our corpus is based on the pecheuxtiana Discourse Analysis, reflections on literacy, especially the socio-historical conception developed by Tfouni (1995/2006), and the criticism of the theory of the "great divide" (STREET, 1989). In addition, support us in the Pacific thesis (2002) about the intrinsic relationship between argumentation and authorship. Our data point to a contradiction (PÊCHEUX, 1975/2009) weaving the discursive thread about being a teacher in child education and elementary education, contradiction that it takes shape in the subject teacher's discourse from the relationship directions between care and education, the tracks age of their work and the charges on education, especially formal literacy, as well as the category of city teachers. Still interpret a close relationship between the senses on literacy and possible "assume" the teacher discursive position.

Research paper thumbnail of O discurso de professores sobre a \"grande divisa\" entre a Educação Infantil e o Ensino Fundamental: o funcionamento de estratégias argumentativas

In an attempt to probe the discursive memory about what is to be a teacher, from the point of vie... more In an attempt to probe the discursive memory about what is to be a teacher, from the point of view of pedagogical work with the language, this study is dedicated to analyze the subject-teacher discourse on teaching, aiming to interpret the teaching disqualification way in previous school stages to the moment of formal literacy. The research involved the writing of teachers working in public schools in Ribeirão Preto, so that they were encouraged to argue about their conceptions and possibilities of working with language in its broad professional field, as well as about status of city teachers. The theoretical look we launched our corpus is based on the pecheuxtiana Discourse Analysis, reflections on literacy, especially the socio-historical conception developed by Tfouni (1995/2006), and the criticism of the theory of the "great divide" (STREET, 1989). In addition, support us in the Pacific thesis (2002) about the intrinsic relationship between argumentation and authorship. Our data point to a contradiction (PÊCHEUX, 1975/2009) weaving the discursive thread about being a teacher in child education and elementary education, contradiction that it takes shape in the subject teacher's discourse from the relationship directions between care and education, the tracks age of their work and the charges on education, especially formal literacy, as well as the category of city teachers. Still interpret a close relationship between the senses on literacy and possible "assume" the teacher discursive position.

Research paper thumbnail of Sentidos na rede: sobre a docência

Revista Letras, 2015

Incitados por reflexões acerca do sujeito discursivo na sua relação com os sentidos e a rede elet... more Incitados por reflexões acerca do sujeito discursivo na sua relação com os sentidos e a rede eletrônica, buscamos, neste trabalho, sob as referências teóricas da Análise de Discurso (AD) de ‘linha francesa’, erigir uma discussão sobre questões relativas ao ciberespaço, tais como a materialidade linguística que o distingue, a memória discursiva que o caracteriza e a galáxia de sentidos que o seu uso, cada vez maior, enquanto lugar de produção, constituição e circulação do discurso, faz circular. As contribuições teóricas de Michel Pêcheux e de outros grandes teóricos que a partir dele se orientam, são aqui evocadas, querendo então pensar a AD como um dispositivo teórico e analítico que nos possibilita compreender discursivamente o ciberespaço e os sujeitos a ele “conectados”. Propomo-nos ainda a análise do discurso de sujeitos-professores no espaço da rede eletrônica, como comentário a uma publicação sobre a docência na educação infantil, querendo então conhecer os sentidos por eles ...

Research paper thumbnail of O discurso de professores sobre a \"grande divisa\" entre a Educação Infantil e o Ensino Fundamental: o funcionamento de estratégias argumentativas

In an attempt to probe the discursive memory about what is to be a teacher, from the point of vie... more In an attempt to probe the discursive memory about what is to be a teacher, from the point of view of pedagogical work with the language, this study is dedicated to analyze the subject-teacher discourse on teaching, aiming to interpret the teaching disqualification way in previous school stages to the moment of formal literacy. The research involved the writing of teachers working in public schools in Ribeirão Preto, so that they were encouraged to argue about their conceptions and possibilities of working with language in its broad professional field, as well as about status of city teachers. The theoretical look we launched our corpus is based on the pecheuxtiana Discourse Analysis, reflections on literacy, especially the socio-historical conception developed by Tfouni (1995/2006), and the criticism of the theory of the "great divide" (STREET, 1989). In addition, support us in the Pacific thesis (2002) about the intrinsic relationship between argumentation and authorship. Our data point to a contradiction (PÊCHEUX, 1975/2009) weaving the discursive thread about being a teacher in child education and elementary education, contradiction that it takes shape in the subject teacher's discourse from the relationship directions between care and education, the tracks age of their work and the charges on education, especially formal literacy, as well as the category of city teachers. Still interpret a close relationship between the senses on literacy and possible "assume" the teacher discursive position.