ARAÚJO, A. C. G.; http://lattes.cnpq.br/5832804487693504; ARAÚJO, Ana Cristina Guedes de.
Resumo:
The present research is about an investigation of classroom discourse, which questions the
discursive constitution of teaching-learning individuals in reading classes of elementary
school final years. This way, the aim was analyzing how teaching individuals discursively
construct their position (s) in reading classes, considering the relation between the classroom
discourse (DSA) and its inter discourse, and which knowledge-meanings are engaged with
this purpose. In order to do so, we chose as analytic basis the Discourse Analysis (DA) from
Pecheutian basis who focus on language practice based on its discursivity, relying on
theoretical references as Orlandi (1987, 1992, 2012, 2015) and Pecheux (1969, 2014), besides
some others like Castro (1995), Canduro (2007), EckertHoff (2008), Focault (2008), Scótolo
(2010), Sousa (2002) and Tardif (2012). Our corpus is constituted of recordings and
transcripts of reading classes happened in eighth-grade class (24 students) from a public
school in the city of Boqueirão-PB. As an analytical procedure, was observed the teacher’s
discursive relation with his memory (interdiscourse-FDs) and how relates with knowledge
and discourses. With the student, the analysis succeeds in the same way. In both, were
considered student-teacher and student-student relations, the clippings of teacher discourse
and students were analyzed according to the following categories: identification, counter
identification, and disidentification. This categorization allowed us to identify discursive
movements of the constitution of individuals school position in the cutout situation, proving
the heterogeneity of these movements, in teacher discourse, students itself and the relation
between them. Thus, we determined that both teacher and students can identify themselves
with other discourses that circulate in school discourse formation, knowledge that is not
necessarily homogeneous and mobilize them as in a movement of identification, counter
identification or discursive disidentification, in the construction of their position (s) in reading
classes. This is the contribution of our study: to understand about the construction process of
reformulation of knowledge-meanings during the teaching-learning process.