THE DISCURSIVE PROCESS AND THE CONSTRUCTION OF NEW TEACHING OBJECTS FOR THE PORTUGUESE LANGUAGE DISCIPLINE
Portuguese Language Teaching; teaching objects; discursive processes; teaching plans.
The general objective of this work is to analyze the discourses, in teaching plans, which construct new teaching objects for the Portuguese Language discipline currently and the way in which these objects intersect the speeches of the crisis in school. To guide our goal, we sought to answer the following research questions: how does the construction of new teaching objects in Portuguese language teaching plans develop discursively? Does the constitution of new teaching objects contribute to overcome the crisis in school? The research corpus is composed of Portuguese language teaching plans from three public schools located in the municipality of Pontes e Lacerda - MT. We have analyzed two teaching plans for each school. We defined as specific objectives: 1) to identify the discursive construction process of the notions of new teaching objects for the Portuguese Language discipline; 2) to apprehend the discourses that materialize in the teaching plans on teaching objects considered obsolete; 3) to relate the discourses of teaching plans on teaching objects to other discourses such as reference works of the area, official documents, PCN (National Curricular Parameters) and OC (Curricular Guidelines for the State of Mato Grosso). In order to achieve the general and the specific objectives, we will proceed to the description of relevant discursive aspects of the construction of teaching objects for Portuguese Language in the education plans analyzed, such as the theoretical filiations, naming and definition of objects. We base this work theoretically on the theoretical and methodological assumptions of the French Discourse Analysis (DA), founded on the works of Michel Pêcheux. The categories of analysis are the notions of interdiscourse, discursive memory, discursive formation and conditions of production.