Discursive meanings about the professional formation in teachers’ utterances of fundamental course in the city of Porto Alegre, Brazil

Abstract

This article is an extract from the Master’s Degree dissertation “Teachers’ formation, pedagogical practice and educational reform: discursive meanings in teachers’ utterances of initial years of Fundamental Teaching. A case study in the city of Porto Alegre/RS”, approved in 2001. Upon Pêcheux’s Discourse Analysis theory, the discursive meanings of twelve teachers regarding their professional formation are presented. The corpus is composed of interviews and classes observations. According to our analysis, the meanings about teachers’ formation are related with the change (or not) in courses of initial formation and with the conceptions that give support to courses and to teachers; courses and conceptions, permeated by theory and practice, influence the teaching-learning process.