The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training
DOI:
https://doi.org/10.5433/1519-5392.2020v20n1p213Keywords:
Bakhtin, Digital technologies, Normative discourse gender, Dialogical relations, Teacher trainingAbstract
The current research aims to investigate how teacher training takes place in terms of digital technologies works and to propose some principles for a teaching proposal for these technologies in the light of the reflections of Bakhtin and his Circle. For this, it focuses on the characterization of an official normative document as a discourse genre and on the verification of the way in which dialogical relations are interwoven with the presented theme. It has a qualitative and bibliographic methodology. Our investigation was guided by the methodological perspective of Bakhtin and his Circle, supported by the broad conception of statements, discourse genres, spheres, and dialogism, as well as in the works of his commentators, such as: Faraco (2009), Brait (2005, 2016 ), Grillo (2016), Marchezan (2016), and Fiorin (2017). It was found that the Resolution's speech reflects on and refracts the voice of a high educational public sphere (MEC/CNE/CP), as well as it circulates and is consumed in the educational spheres of teacher and school training. The authors' voices are those of active subjects in the discourse, who, when enunciating, address themselves to their interlocutors, which are the Higher Education Institutions (HEIs), and to the subjects undergoing teaching and school training. The enunciative context of the Resolution CNE/CP 2/2015 assumes the role of training teachers for quality and contemporary education, since there are several points in the statement about the enunciators' concern about the implementation of digital technology resources in training environments.
References
BRAIT, Beth (org.). Bakhtin: outros conceitos-chave. 2. ed. São Paulo: Contexto, 2016.
BRAIT, Beth. Bakhtin e a natureza constitutivamente dialógica da linguagem. In: BRAIT, Beth (org.). Bakhtin, dialogismo e construção de sentido. Campinas: UNICAMP, 2005. p. 87-98.
CONSELHO NACIONAL DE EDUCAÇÃO. Resolução CNE/CP nº 02, de 01 de julho de 2015. Diretrizes Curriculares Nacionais para a formação inicial em nível superior e para a formação continuada. Brasília, DF: MEC/CNE, 2015. Disponível em: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=17719-res-cne-cp-002-03072015&category_slug=julho-2015-pdf&Itemid=30192. Acesso em: 25 out. 2018.
CURY, Carlos Roberto Jamil. Conselhos de Educação: fundamentos e funções. Revista Brasileira de Política e Administração da Educação, Porto Alegre, RS, v. 22, n. 1, p. 41-67, 2006. Disponível em: http://seer.ufrgs.br/index.php/rbpae/article/view/18721/10944. Acesso em: 9 de julho de 2018.
FARACO, Carlos Alberto. Linguagem e diálogo: as ideias linguísticas do círculo de Bakhtin. São Paulo: Parábola, 2009.
FIORIN, José Luiz. Introdução ao pensamento de Bakhtin. 2. ed. São Paulo: Contexto, 2017.
GRILLO, Sheila Vieira de Camargo. Esfera e campo. In: Bakhtin: outros conceitos-chave. 2. ed. São Paulo: Contexto, 2016. p. 133-160.
MARCHEZAN, Renata Coelho. Diálogo. In: BRAIT, B. (org.). Bakhtin: outros conceitos-chave. 4. ed. São Paulo: Contexto, 2016. p. 115-131.
RESOLUÇÃO. In: FERREIRA, Aurélio Buarque de Holanda. Dicionário Aurélio básico da língua portuguesa. Rio de Janeiro: Nova Fronteira, 1988. p. 566.
Downloads
Published
How to Cite
Issue
Section
License
Entretextos adota a Licença Creative Commons Attribution 4.0 International, portanto, os direitos autorais relativos aos artigos publicados são do(s) autor (es).
Sob essa licença é possível: Compartilhar - copiar e redistribuir o material em qualquer suporte ou formato. Adaptar - remixar, transformar, e criar a partir do material, atribuindo o devido crédito e prover um link para a licença e indicar se mudanças foram feitas.