A formação do sujeito-autor em programas de pós-graduação em educação

Abstract

This research presents an investigation into the subject-author formation in educational Post-Graduation Programs regarding some discursive experiences such as: writing, reading, interpreting, among others. Particularly, the Post-Graduation Program in Education at the Tuiuti University was taken into consideration, an institution located in Curitiba/Parana. The research aims to analyze the general discursive experiences participating in the subject-author formation, in PostGraduation Programs. As literature review, this subject-author formation, according to the discursive experiences (writing, reading, interpreting), is delayed, and it relevantly occurs in Post-Graduation Programs, due to the nature of this level of higher Education. Despite the importance of such experiences, its study is still incipient and little explored in educational literature. The theoretical frame of this research was drawn from authors such as Charlot (2000, 2005), Foucault (1997), Chartier (2002, 2012), Fazenda (2000, 2001), Orlandi (1988, 1996), Perrenoud (1995), Severino (2009, 2012), André (2001), Possenti (2002), Demo (2015), Bianchetti e Machado (2002), Bianchetti (2004), Furlanetto (2008), Borges e Moreira (2000), Hall (2011) and González Rey (2005) among others. The research also includes a fieldwork, carried out under a qualitative approach, in which data collection was elaborated through semi-structured interviews. For interpretative reading of the data the method of Content Analysis is used under Bardin’s (2009) proposed perspective. Research revealed that the formation of subject-authors in the pointed context involves a set of some discursive experiences, especially in the writing practice which was characterized as the ability responsible for materializing the research results. It represents an original construction and not simply a knowledge reproduction privileged, therefore, in the Post-Graduation as scientificacademic writing. This experience does not only consist of the writing of the dissertation or the thesis, but it involves a number of other activities, for instance: events participation, scientific papers presentation and publication. In the subject-author's formation, the practice of reading is also highlighted, characterized by continuous contact with scientific texts necessary for the construction of a theoretical knowledge base which establishes a bridge between the self and the other, and directs the subject to discover new knowledge. In the dynamics of reading and writing there is the third discursive experience of interpretation, which leads authorship to new and possible meanings to consecrated discourses, responsible experience for printing to the subject-author certain characteristics and originality in the productions. For the formation of the subject-author occurs in the relation, in the development and in the continuous exercise of these three discursive experiences. This training also involves individual and collective aspects, either by a single-person textual production or by a collective research - formed by colleagues from the research group and the program, supervisor, researchers, authors, among others.