Banca de DEFESA: VLADIA PATRICIA MEDEIROS SANTOS

THE MEANINGS OF TEACHING ACTIVITY IN THE INTERFACE BETWEEN ERGOLOGY AND ENUNCIATION: FROM WORK PRESCRIPTIONS TO ENUNCIATIVE SINGULARIZATION

Professor; Ergology; Enunciation; Senses

This dissertation addresses the investigation of the teaching profile, linked to the assumptions of Émile Benveniste's statement (1988 and 1989) and Yves Schwartz's ergology (1996, 1998, 2006) and presents considerations about aspects that are constitutive of teaching activity in higher education , based on the interface between enunciation and ergology. In this sense, our aim is to understand how teachers appropriate the knowledge necessary for their professional practice and how they establish subjective singularity in the exercise of teaching. Naturally, there are a series of questions involved in this formulation, because, depending on the approach adopted and the angle from which one decides to observe, the answers can follow different directions. The objective of our study is to understand the establishment of work experience in the enunciative act of higher education teachers and, to this end, we will use the method called meaning cores to reflect on the teaching characterization linked to enunciative and ergological studies. Characterizing the subject analyzed in the research means understanding that there are many subjects: teachers carrying out their work activity, who have different sociocultural and historical levels. Thus, understanding that the aforementioned factors contribute not only to the production of their speeches, but also, in the construction and transformation of this subject, the (re)construction through the constitution of a self that is crossed by its cultural, economic, historical and social context , subjects who reflect, act and are in and through language and who (re)construct reality with the world.