Abstract

LOCKMANN, KAMILA. The contemporary pedagogical discourse: restrictions, prohibitions and exaltations. Rev. Comunic [online]. 2015, vol.22, n.1, pp.27-40. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v22n1p27-40.

This paper aims at analyzing the current pedagogical practices developed by teachers. To do so, we analyze the discourses collected in semi-structured interviews with teachers of municipal schools of Novo Hamburgo/RS. This research relies on the studies by and understands the analyzed discourses as belonging to a broader discursive order that controls, regulates, and organizes the current teaching practices. Thus, two analytical units were constructed: the student’s centralization in the educational process and the teacher’s decentralization. This study aims at showing how these discourses were historically built, becoming part of the teaching schedule based on a discursive game that legitimized certain utterances and, thereby, produced some dislocations in the discourse about the roles of the school, the teacher, the curriculum’s organization, etc. This exercise is intended to deconstruct some imperatives statements that reinforce and enhance some maxims of the contemporary pedagogical discourse.

Keywords : PEDAGOGICAL DISCOURSES; TEACHING; FOUCAULTIAN STUDIES.

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