Cenografia e a constituição do ethos discursivo: uma análise em práticas discursivas de técnicos e docentes, na Universidade Federal da Paraíba

Abstract

The analysis of this research reflects the professional path of two subjects, technicians and professors, located in the Rectory of the administrative area of the Federal University of Paraíba, who currently develop teaching and technical activities simultaneously. We follow to understand their discursive practices in the construction of identity in their times and spaces, that is, in the constitution of ethos and scenography. We will see the subjects' performances in the administrative environment and in the classroom environment, their work and reports from their professional environments, analyzing their discourses and reflections in the constructions of meaning in each scenario, in which the subjects' voices are constructed with to their language. As the teaching and pedagogical training of teachers in Higher Education has a complex function in the educational structure, we go looking for answers to the performance that teachers voluntarily represent their discursive practices and describe situations that belong to their life history, their actual circumstances of work and the discourses that are probably intended in social, cultural and professional situations about teachers and the classroom space. From the approach in French Discourse Analysis, more specifically the studies of Dominique Maingueneau, (1997, 2000, 2002, 2005a, 2005b, 2008, 2008a, 2008b, 20018c, 2010, 2015), we will argue the way of yours professional identities are constructed and how they intersect through the concomitance of the two positions that each subject occupies their positioning to the circumstances, how language works, simultaneously. Having the awareness of the discursive ethos within the process of acceptance of the discourses that is adopted, it is possible to deduce from the discursivization the scenographies built in the professional spaces, at UFPB, that result in the discursive ethos. The construction will be with a research of qualitative-descriptive-interpretativist nature, reports, bibliographic photographic reproduction, by electronic mail and questionnaire. The research has as a general objective to understand the meaning of the constructions of identities and analyze, in the discourses of two teachers and technical-administrative staff, in the representations of self-image and of other to do professional. During this course of feeling, identity, there is the knowledge that each one acquires the meaning of their personal and professional history, reformulating the compatibilities to assimilate the changes, in the respective migrations, in the validation of the scenography. The results point, what through contnuing education, it was possible to build teachers identities to act professional from teachers-technical.