ENUNCIATIVE MEMORIES AND POSITIONS IN TEACHER EDUCATION FOR THE INITIAL GRADES OF ELEMENTARY SCHOOL

Authors

  • Silvania Sousa do Nascimento UFMG

Abstract

This article aims to identify, through the discursive's memories and enunciative’s positions of Pedagogy’s, the indicators of the construction of a teacher –author. The method of analysis is based on the reflections of Pêcheux (1999) and Foucault (2000). The universe studied consisted of 121 portfolios, selected randomly of 268 students in Pedagogy between 2002 and 2005, subjects of the Principles of the Science of Nature and Methodology of Physics Education. The analysis of the portfolios of the classes indicates a change in the discursive position of licensing pointing to a gradual creation of a professor identity.Key-words: training teacher; discourse's memory; discourse's position; Analysis of Discourse; Science Education.

Author Biography

Silvania Sousa do Nascimento, UFMG

Profª. Associada do Departamento de Métodos e Técnicas de Ensino e do Programa de Educação da Faculdade de Educação UFMG

Downloads

How to Cite

Nascimento, S. S. do. (2009). ENUNCIATIVE MEMORIES AND POSITIONS IN TEACHER EDUCATION FOR THE INITIAL GRADES OF ELEMENTARY SCHOOL. Educar Em Revista, 25(34), p. 149–166. Retrieved from https://revistas.ufpr.br/educar/article/view/16517

Issue

Vol. 25 No. 34 (2009)

Section

Dossiê Temático

License

Copyrights for articles published in Educar em Revista belong to the author, with the first publication copyrights reserved to the journal. The journal offers public access (Open Access), and its articles are of free use, with specific assignments, in educational and non-commercial applications.