A língua útil para o trabalho: no entremeio de sentidos da educação profissional e tecnológica e do ensino de língua portuguesa

Abstract

This study analyzes the discourse of the Portuguese language‟s education materialized in documents from the Federal Institute of Education, Science and Technology of Rio Grande do Sul (FIRS) - Campus Erechim, institution that is part of Vocational and Technical Education. Our research‟s file is formed by pedagogical projects of technical and higher courses of this institution, seeking to understand what knowledge about the Portuguese language are operating in that speech. We assume the theoretical and methodological contributions of the pecheutiana theory of Discourse Analysis (DA), and Linguistic History of Ideas (LHI), mobilizing notions of ideology, memory, discursive formation, interdiscourse, intradiscourse, production conditions, historicity, temporality and paraphrase. We analyze six discursive excerpts (DEs) consisting of discursive sequences (DSs) cropped of the documents according to its regularities. In this corpus, we look at which knowledge are functioning and how it is constituted understanding the discourse about Portuguese language‟s education in Vocational and Technical Education in institutional documents. We came to the realization that a useful language to work, taught to instrumentalized the subjetc-worker is formed at the confluence of knowledge of human development and vocational training. This language useful to work predominates in the discourse of the institution materialized in pedagogical projects. To reach this understanding, we analyze the functioning of the memory of Vocational and Technical Education and the Portuguese language‟s education resonating in institutional documents that constitute our research‟s archive. Thus, we understand that works in this discourse, technologic knowledge and grammatical knowledge, responsible for the imaginary of useful work language. We also understand the confluence of these meanings with others from contemporary discourses that bring knowledge of latest linguistic theories for speech. There is a confluence of knowledge, which is not only meeting, but which has the effect of tension between them. Tension between the same and the different, between memory and actuality. Thus, knowledge of contemporary theories of language‟s education may converge with knowledge of instrumental‟s education, grammar‟s education. And a useful language to work in this place consists of junction.