BIZÊRRA, R. N.; http://lattes.cnpq.br/5027089401828835; BIZÊRRA, Renata do Nascimento.
Resumen:
This monograph is inserted in the theoretical field of Pecheutean
Discourse Analysis, investigating the imaginary game of the relationship of the
subjects of the teaching-learning process in the discourse of grammar and
manuals of teaching of Portuguese language in the 1st and 2nd period of
Brazilian grammatization (1880 to 1930). We aim, in general, to analyze the
imaginary game in the grammar discourse of the 1st and 2nd period of Brazilian
grammar to understand the sense effects produced. More specifically, it was
our intention to: a) understand, through the modes of enunciation of grammars
and Portuguese manuals, which images are produced for the teacher and for
the student; b) discuss, from this game of images, the relationship of the
subjects (teacher and student) to the object of teaching and learning
(Portuguese language). The corpus of the research consisted of a set of
grammars and Portuguese manuals of four authors, divided into two groups:
from the first grammatical period, Grammatica Portugueza Curso Medio and
Grammatica Portugueza Curso Elementar, by João Ribeiro, and Lições de
Portuguez and Chave da Lingua, by Othoniel Motta. Already from the second
period, Grammatica Secundaria da Lingua Portugueza and Grammatica
Elementar da Lingua Portugueza, by Said Ali, and the manuals O Idioma
Nacional, volume II and volume I, by Antenor Nascentes. It was analyzed the
body of the selected works, observing the constitution of the images of the
subjects, as well as the movements of interpretation in each period. Among the
theoretical assumptions, we highlight Auroux (1992), Guimarães (1996), Orlandi
(2009), Leite (2007), GIACOMELLI (2007), which enabled a reflection on
concepts related to linguistic and didactic instruments; Orlandi (1999) and
Pêcheux (2010), who made possible the understanding of French and Brazilian
discourse analysis concepts; Castro (1995) and Scótolo (2010), that made
possible the investigation on the pedagogical discourse; Pêcheux (2010),
Osakabe (1979), Cardoso (2005) and Orlandi (1998, 1983), who based the
study on imaginary formations. From the analysis, we verified that the discourse
of the linguistic and didactic instruments, in the analyzed period, is constituted
of prescriptive and pedagogical discursive affiliations that occurred in the middle
of a historical moment of affirmation of the linguistic identity of the Brazilian. It
was also verified that the imaginary game of the subjects oscillated between an
image of the grammarian as scientist of the language and, at times, occupying
the position of teacher between the teacher as possessor of linguistic
knowledge and the teacher erased in the teaching-learning process; between
the student only as a receptacle of knowledge and the student capable of
contributing to language learning through classroom interaction. Considering
their results, the research contributes to a better understanding of the imaginary
game of the subjects in the discourse on the language and its teaching in Brazil.
