A constituição dos ethos de professoras sobre disciplina nas práticas do PIBID

Abstract

This research is located in the area of Applied Linguistics and aims to analyze the constitution of ethos of teachers in initial training on discipline, through experiences developed in PIBID / LETRAS / UFAL. It is a work characterized as a case study (LÜDKE and ANDRÉ, 1986), bwhose data were obtained from reflexive diaries produced by teachers in initial formation, PIBID-LETRAS participants, through the Portuguese Language classes taught by a teacher In continuing education, as well as through reading and writing workshops taught by teachers in initial formation. These diaries present situations occurred in the classroom, reflections and positions of the teachers in these situations. In order to base this research, the Ethos studies of the following authors were considered: Amossy (2008); Charaudeau (2006); Maingueneau (2008 a and b) and Souto Maior (2009), which define Ethos as an image constructed in discourse (perspective adopted in this work). As regards the discipline in the classroom, the theoretical foundations of Franco (1986) were considered; Morales (1998); Vasconcellos (1994) and Pirola (2007). Discussions about strategic and tactical operations in the classroom, based on De Certeau (2013), as well as on active responsive understanding, based on Bakhtin (2003), Santos (2007) and Zozzoli (2002) . Based on the observations made, we affirm that this research contributes to conceptual and practical generalizations about discipline, as well as about the student considered to be disciplined, to be rethought. The reflections on the formation of the Ethos of the teachers in initial formation about discipline motivate re-significances about the understanding of school education itself, as well as about the teacher's position in the everyday of the classroom, which triggers possibilities for significant growth in teacher training and of basic education students.