Um estudo sobre a construção da identidade de professores de língua portuguesa: inclusão digital e espaço virtual

Abstract

This work has as main objective to discuss the virtualization process of writing itself in the collective blog, in the process of interaction, where we look into the same possible relationships that transcend the physical world, ie, they bring authorship marks in the constitution of identity of these various subjects, designed in a single subject in cyberspace. Presenting a study about the inclusion of new technologies from the linguistic materiality of the blogs created by Portuguese teachers from the Department of Education in Araçatuba, SP, with the class 204 from the Course "Better Management, Better Education," held in the second half of 2013. Studying the relations of teachers‘ identities who are the authors of blogs that differs in the construction of this collective subject, ie what authorship marks that stand out in this collective blog: the subject who has technological skills or that does not know how to work with technology? The theoretical basis will be tied to conceptions of French Discourse Analysis (DA), with notes on the analysis of pechetiana discourse, in Bakhtin's dialogism, in Levy‘s (2011) virtualization concept, in the constitution of the Foucaultian subject, in the relation to the language and the constitution of discursive subject in Coracini (2006) and in the discursive issues of authorship and senses, in Orlandi (2013). To compose the proposed structure, the dissertation is divided into three chapters. The first chapter, production conditions of the analysed discourse, reflects on the History of Education with emphasis on Portuguese language. In the second chapter, theoretical and methodological scenery, the notions of subject, meaning and identity, broached in the theory of AD in its relation to ideology and interdiscourse. In the third chapter, description and discussion of the results, which analyzes blogs built in the training course, were conducted by observing the forms of subjectivity of the subject-teacher in the writing process itself, in the virtual environment, and the implications of these formats in the constitution(s) of the subject‘s identity(ies). Through this paper, we hope to provide the reader with some resources to analyze critically the discourses which permeate both the communication and information technology and teacher training.