A semântica de frames na análise do discurso discente - traçando o perfil do professor de português

Abstract

This dissertation is linked to the macro project “Portuguese Language Teaching - from the college graduation to the school classroom” (FAPEMIG -CHE-APQ-01864-12) which is a part of the Linguistics and Language Teaching line of work, developed in the Linguistics Graduation School at the Federal University of Juiz de Fora. The project aims to analyse successful and failed practices in teaching Portuguese in elementary school as well as in teacher training for the same discipline. This research traced the profile of Portuguese teachers based on students‟ reports regarding their most memorable experiences in their daily routine in the discipline. Therefore, we have chosen seven public schools in the city of Juiz de Fora, Minas Gerais, as an investigative background, as well as research subjects: 354 students in the 9th grade of Elementary School and 2nd year of High School. This research is configured as a case study and presents quantitative and qualitative procedures as its analytical method. As main theory we have used contributions from Cognitive Linguistics (LAKOFF, 1987; LAKOFF & JOHNSON, 1999, 2002; JAKENDOFF, 2002; FAUCONNIER & TURNER, 2002; FILLMORE, 1979, 1982; GEERAERS & CUYCKENS, 2007; CROFT e CRUSE, 2004), in particular, one of its major theoretical models: the Frames Semantics (FILLMORE, 1979, 1982; RUPPENHOFER et al, 2010; SALOMÃO, 1999) and it‟s lexicographical project FrameNet (www.framenet.icsi.berkeley.edu). For the hermeneutic analysis, we based on the contributions of Sociology (BAUMAN, 2005, 2007, 2008a, 2008b, 2009, 2013; ALMEIDA et al, 2009), Educational Philosophy (FREIRE, 2011), apart from different perspectives in the field of Ethics and citizenship education cidadã (ARAÚJO, 2000, 2008; LA TAILLE, 2008; TOGNETTA , 2008; ABREU, et al, s.d.; COSTA, 2004; RIBAS, s.d; MORAN, 2007; MIRANDA, 2005, 2007, 2009, 2011, 2012b). From the central analytical category - the frame - we can identify the main conceptual scenes brought by the students‟ ideas. Thus, it was possible to establish two hierarchical networks of frames: expressive language acts (teacher behaviour evaluation) and directive language acts (teacher behaviour proposal). Each of them presents four types of teaching behaviour: Pedagogical Practices, Interactional Practices, Commitment, and Punitive Regulatory Practices. Thus, we have noticed that the positive reviews were the majority, with 227 occurrences (58%) against 148 negative ratings (39%) and 4 neutral (3%). From the positive feedback and suggestions, we can identify which types of teaching attitudes were approved and desired by students and on the other hand, from the negative evaluations, we can identify practices rejected by students. The desire of students for more competent, more democratic and innovative teaching practices is remarkable, with a good emotional relationship between teachers and students, as well as to facilitate dialogue, ensuring greater participation and autonomy by students. These results reveal significant impairment of the students involved in the teaching-learning process, which contradicts negative expectations about the relevance of school for such subjects. The teacher profile desired or rejected converges to that expressed by experts in the field who advocate for an education which aims at preparing more critical and autonomous citizens.