Resumo

FERREIRA, Marcello  e  LOGUERCIO, Rochele de Quadros. Teaching-research-extension proposals’ statements in educational projects in distance physics courses: beyond the content, the speeches. Ens. Pesqui. Educ. Ciênc. [online]. 2017, vol.19, pp.1-33. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172017190101.

Aiming to analyze the relationship between teaching, research and extension in distance learning bachelor’s degree programs in Physics, we take four theoretical contributions by the discursive framework of Michel Foucault: discursive formation delimitation; statements’ description; discursive and non-discursive practices: knowledge/power relations; and expository scene and social practice. In bachelor degree program’s projects, we identified 57 utterances and six discursive formations (functionalist, humanistic, legalistic technical, pedagogical and political), from which were described and discussed statements, relations of power/knowledge and concrete practices, and the multiplication of speeches. The analysis indicate that this relationship is weak and does not hold discursively as guarantor of the principle of quality and autonomy, founding their roles on the construction and dissemination of knowledge.

Palavras-chave : Teaching-Research-Extension; Statements; Pedagogical Projects.

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