The genre memorial in identity construction of the teacher

Abstract

The objective of this work is to analyze the function of the memorial genre in  formation processes, focussing, mainly, the implications of its hybrid nature for the identity construction of the teacher subject and his group. For putting in the scene and staging discursively knowledge constructed and deconstructed by the teacher subject, we had  interest to analyze telling ways the to be/to do and its effects on interaction, in the midst of situations of apprenticeship/learning. The corpus is revealing while adressing   answers of the relation of teacher subject, with himself, with the other and with the knowledge obtained through circumstanced meta cognitive process,  guaranteed  by the memorial genre.  It is analyzed the configuration of the mentioned genre, and, mainly, as the existing correlation between the elements of its organization, the  production conditions (enunciation circumstances and its historical-social context) and the participant social subjects of the discursive process in study. The guiding theoretical framework of this work brings studies concerning the social representations, identity (Pavloski, Py),  formation and the functioning of the produced discuses in the social interaction (Bakhtin, Filliettaz, Machado), through Memorial genre (Passeggi).