Dóris Maria Luzzardi Fiss

Discurso, interpretação e tradução: a profissão TILS e seus sentidos na atualidade

This article deals with the issue of the Brazilian sign language interpreter as a discursive position in construction following the theoretical-analytical contribution French Discourse Analysis (AD) in the perspective of Michel Pecheux in interface with Translation Studies. The interest in the resumption of a recent research is mainly due to the fact that new conditions for the production of speech about translators and sign language interpreters (TILS) and their activities are more capillary in the last decade in the whole country.

Identidades, estágio curricular e trabalho docente: Análise discursiva de depoimentos de licenciandas de uma Universidade Federal no Rio Grande do Sul

This article analyzed, from the perspective of six graduates of the Course of Pedagogy (FACED / UFRGS), the effects of the obligatory curricular internship and its role in the formation of teaching identities. This qualitative research carried out in 2014 involved listening to the voices of graduates in the period of compulsory curricular traineeship in a municipal public school system located in the city of Porto Alegre (Rio Grande do Sul, Brazil). By means of a focal group, the authors addressed themes of stage and professional identity, concepts developed by Maurice Tardif and Danielle Raymond, Antonio Novoa, Selma Garrido Pimenta and Maria Socorro Lima. Drawing on the discursive perspectives of Michel Pecheux, and highlighting contributions offered by Eni Orlandi, the discourse analysis of the graduates’ speech produced several themes that influenced the formation of the graduates’ educational identities, including teaching as collaborative work, “human teaching”, and experiences of autonomy and transition, and that referred to the obligatory curricular stage as a space for learning, reflection about practice, and the space of praxis. In addition, six trainees perceived their internship as an experience that produced changes in their ways of thinking and becoming teachers. Thus, discursive analysis of internship graduates within the time and spaces of teacher formation may can contribute to other designs for schooling and education, considering the relevance of the dynamic conditions of dialogue at this specific stage.

Ensino médio EJA : escola, currículo, juventude

The present study examined the constituted relations between the proposed pedagogical work along with students which attend the Secondary Education for Adolescents and Adults, during the evening and their cultural identities. It is intended to better understand the meaning of an education that perceives the student beyond classroom reality, taking into consideration the range of cultures that are at stake at the school. This research sought to reflect the students and educational professionals’ singularities, identifying relationships and contradictions that cross the school space through discourse as juvenile democratization as practice.