Reality, transformation and celebration
discourses about the Institutional Program of Teaching Initiation Scholarship
DOI:
https://doi.org/10.14393/DL28-v11n1a2017-5Keywords:
PIBID, Discourse Analysis, Applied Linguistics, RepresentationsAbstract
Anchored in the theoretical-methodological scope of French Discourse Analysis in interface with the studies of Applied Linguistics, we aim, in this work, at (i) investigating the discursive inscriptions in academic texts about the Institutional Program of Teaching Initiation Scholarship in different teaching education courses; (ii) analyzing the discursive mechanisms which enable the emergence and the silencing/obliteration of meanings; (iii) problematizing representations concerning teaching and learning, teacher and student and the program itself; and (iv) discussing the implications of this discursivity for teacher education. Our analyses suggest that these Subjective Enunciative Instances inscribe themselves in the discourses of reality, transformation and celebration, obliterating not only the conflictive and tense aspect inherent to teaching practice but also the political nature which involves such programs.Downloads
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