Discursividades de integrantes do PIBID sobre a formação inicial em Letras: a sustentabilidade do programa

Abstract

This doctoral thesis, objectively, analyzes discursiveness about the initial formation given by pibid members offered by the Uft/Araguaína-TO Letters course. Specifically, the analyses focused on the discursive interpretation of the notion of qualification to teaching offered by PIBID,aside from the perception of its sustainability to the academic field. The established problematization is focused on the following questions: (i) which experiences does the PIBID provide to its members during the initial qualification studies towards their future/probable teaching performance? (ii) do the acquired knowledge present conditions of sustainability of the activities related to literary and linguistic studies that the teachers will perform during the exercise of teaching in basic education schools? (iii) are the discourses given in the initial formation problematized from the perspective of sustainability of the PIBID itself? The research took as theoretical framework two fields of studies: (i) the Discourse Analysis of the French line, by Michel Pêcheux (1990 [1969], 2014 [1975], 2015 [1983]), with emphasis on the third era – AD3 in 1983, which conceives the discourse as structure or event, and Orlandi (2015, principal responsible for AD in Brazil); (ii) sustainability, by Hargreaves and Fink (2007). The official documents (Ordinances of the PIBID, 2007; RCT, 2009; BNCC, 2017 and 2018), the foundations of literary education (COSSON, 2007) and language teaching (KLEIMAN, 2007; KOCH, 2008) enhanced the didactic path of analyses on the spaces that PIBID has occupied in Brazilian universities (LOCATELLI, 2014). Methodologically, it is a qualitative-based research (FLICK, 2009) centered on the documentary axis and interviews (ANDRADE, 2002; SEVERRINO, 2007). The documentary axis was composed of reports obtained from pibid members in the 2016-2017 time cutout. The interviews resulted from the adoption of scripts through semi-structured questions, which were approved by the Ethics and Research Committee of UFT. Conclusively, but without the intention of exhausting other possibilities of analysis, mainly because the language is not manifested in the order of the transparent, the analyses performed made it possible to understand that the members of the PIBID gave in their discursive substantial notions of the initial formation to the exercise of teaching due to the contexts in which this program was executed. In the first context, the area of HEI, which was the UFT, served as a space for approaching theoretical and practical studies of initial formation. In the second context, the field school space, a basic education school, served as a space for planning and class activities for basic education students. In general, and under the discursive event, PIBID is a program that enhances the initial formative processes of academics who seek to enter the professional career of teaching in basic education.