Banca de DEFESA: JULIENE VIEIRA FERNANDES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JULIENE VIEIRA FERNANDES
DATE: 11/12/2020
TIME: 16:00
LOCAL: CEFET-MG (remotamente)
TITLE:

DISCURSO DOCENTE: representações e avaliações de Professores de Língua Espanhola ante as Leis 11.161/2005 e 13.415/2017

KEY WORDS:

Spanish language, Law Nº 11.161/2005, Law Nº 13.415/2017, Critical discourse analysis, Semantic-discursive systemic, Teachers.

PAGES: 127
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The Spanish language discipline, like the other school subjects, is constituted in the middle of a complex and dynamic process of discursive practices. Focused on these practices, the purpose of this dissertation explores, in the discourses derived from the law 11.161 / 2005, the law 13.415 / 2017 and the other normative documents, advances and setbacks, political ideologies and discursive linguistic practices constitutive in the profession of Spanish teachers as a foreign language. It also reflects, in the teachers' statements, considerations about teaching Spanish in Brazil. Based on Foucault's view of discourse as a political construct, this study is developed from the position postulated by Critical Discourse Analysis. It therefore establishes its reflections through the contributions of Systemic-Functional Linguistics (HALLIDAY, 1978; HALLIDAY and MATTHIESSEN, 2004, 2009 and 2014) addressed in the semantic-discursive systems (MARTIN and ROSE, 2007). This analysis included the Periodicity and Evaluative subsystems providing an understanding of textual progression, as well as the evaluations and representations of teachers of Spanish as a Foreign Language in High School on the impact of public policies for teaching this language. This is a qualitative and interpretative study, carried out based on the analysis of Laws 11.161 / 2005, 13.415 / 2017 and intentional sampling interviews (KNOBEL, LANKSHEAR, 2008) of specific social actors, justified by the experience and trajectory of these professionals. The analyzes signaled the impact of the Laws and their symbolic value, as well as the complex evaluations and representations of Spanish teachers regarding the relevance of the discipline for E / LE students as yet another language for a repertoire of foreign languages in the curriculum component in high school in Brazil. The references and thematic structure, present in this research, lead to the perception that in order to establish public policies for teaching foreign languages in Brazil, taking into account the power relations that involve all agents of these social practices, require systematic work to explore the discursive potential of language in order to contribute to its improvement.

BANKING MEMBERS:
Externa à Instituição - IANDRA MARIA WEIRICH DA SILVA COELHO - IFAM
Interna - LILIAN APARECIDA ARAO
Presidente - RENATO CAIXETA DA SILVA