The deconstruction of the order of discourse and the symbolic violence in the national curriculum guidelines: question on the identity of the subject-teacher
On the national language policy conveyed the Portuguese National Curriculum Guidelines (high school), whose speech translates into a sophisticated method of control and an effective way to manage change is to reflect what is sought in this work. In this sense, one can say that "the whole system...
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| Format: | Article |
| Language: | English |
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Universidade de Brasília
2013-03-01
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| Series: | Horizontes |
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| Online Access: | http://periodicos.unb.br/index.php/horizontesla/article/view/5682 |
| Summary: | On the national language policy conveyed the Portuguese National Curriculum Guidelines (high school), whose speech translates into a sophisticated method of control and an effective way to manage change is to reflect what is sought in this work. In this sense, one can say that "the whole system of education is a political way of maintaining or modifying the appropriation of discourse, with the knowledge and power they bring with them" (Foucault, 1996, p. 45). From the discursive-deconstructive approach (CORACINI, 2003a), we intend to present and discuss the results analyzed here, whose focus is on the representation (s) of identity (s) and built skills for teachers in this discourse, social representations of teaching profession in Brazilian contemporary society, marked by the events that followed the dictatorship period, so the phase of the country's democratization and modernization of the state to the demands of globalization. |
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| ISSN: | 1677-9770 2237-0951 |