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The (im)possibilities of pedagogy undergraduates to constitute themselves as subjects of historicized-interpreters: one analyses about supervised curricular internships

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Author(s):
Érica Mancuso Schaden
Total Authors: 1
Document type: Master's Dissertation
Press: Ribeirão Preto.
Institution: Universidade de São Paulo (USP). Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (PCARP/BC)
Defense date:
Examining board members:
Filomena Elaine Paiva Assolini; Andrea Coelho Lastória; Maria Betanea Platzer
Advisor: Filomena Elaine Paiva Assolini
Abstract

The masters degree research aims to investigate the (im) possibilities of Pedagogy Undergraduates to be the Historically-based interpreter in curricular supervised internship situation. We based this research on theoretical and methodological framework of French Discourse Analysis, developed by Michel Pêcheux, and on the Social-Historical approach to literacy, emphasizing the theoretical studies of authorship, as well as in the studies about teacher training, especially those that involve the investigation of initial training of professor, while licentiate undergraduates. The metodological procedies of this research is made of questionnaires, answered by pedagogy undergraduates of two brazilian colleges, attending disciplines of supervised curricular internship for elementary education in the area of Portuguese language. The discursive analysis of data show us that positive experiences in curricular internship are therefore considered when the undergraduate takes the place of historicized-interpreters, essential requisite to learn to argue, think and reflect about the concerning senses to the professor knowledge and doings, in a wide manner, and to the internship in a particular way. Staying on the position of a historically-based interpreter provides to the undergraduate the opportunities to understand himself or herself as a subject capable to move himself or herself from a place of subject-enunciator of legitimated senses to a position of a subject-author of his or her own speech, fundamental to critical and responsible exercise of teaching. (AU)

FAPESP's process: 13/17523-6 - The (im) possibilities of majoring of pedagogy to assume the position of historically-based interpreter: an analysis about supervisioned internship situation
Grantee:Érica Mancuso Schaden
Support Opportunities: Scholarships in Brazil - Master