O agir comunicativo-discursivo de professores-formadores pelas memórias pedagógicas: reverberações de letramentos docentes no contexto do pacto pela Educação

Abstract

The purpose of this thesis is to systematize the theoretical-methodological trajectory of the study on the communicative-discursive action of teacher-trainers of the Pacto Pela Educação, a program developed within the scope of the Secretary of Education of the State of Bahia - SEC. In this sense, based on the pedagogical memories produced by four teacher-trainers in training activities from 2013, this investigative process triggers the Theory of Communicative Action – by Jürgen Habermas –, and the Philosophy of Responsible Act - by Mikhail Bakhtin - , to discuss, based of its founding concepts and approximations, about the utterances that reveal propositional knowledge, through language acts-actions. Thus, we start with the following question: how do the professor-trainers of the SEC show literacies and traits of teaching in their pedagogical memories in the light of their communicative-discursive action in training events of the Pact for Education? Therefore, the referred study aims to analyze the way in which the communicative-discursive actions are configured in pedagogical memories produced by teacher-trainers, in order to reveal reverberations of teaching literacies and traits of teaching in the training events of the Pact. So, it relies on the methodological order of investigation of the language, in order to highlight and discuss the themes and (re)meanings valued in discursive practices, as well as in Habermasian Hermeneutics, through interpretations of the discourses used to validate validity claims contained in the utterances. These practices, in turn, are materialized in pedagogical memories – discursive productions resulting from training actions as a device for reflection on practice –, research devices that can enhance the interpretation of the reverberations of teaching literacies and traits of teaching, evidenced in the dialogue between the researcher and the memories. Accordingly, our attention turns to the statements that constitute the pedagogical memories, permeated by the correlation of forces that integrate the saying projects. In our analyses, we take on the challenge of observing the crossings that constitute the statements and miss the processes of prefigurations, contrapositions and relations between the systemic world and the world of culture. Thus, as initial findings, the pedagogical memory mobilizes theoretical discourses, through expressive and evaluative statements, in order to highlight the way it understands teaching learning, its practice and the challenges of the experience. Morover, through practical and explanatory speeches, it bases its projects of saying about the language practices developed in the formative path, whose communicative- discursive actions reveal teaching literacy when integrating the experiences and the objective reality of the contexts action.