FAE925 - Processos e Discursos Educacionais III : Discourse Analysis in Education Research

Turma: H

Sala: 415

Data de início: 08/08/2019

Data de término: n/d

N° total de vagas: 20

Tipo: Optativa - PDE*

Carga horária: 60 horas

Vagas para eletivas: Sim

Vagas para isoladas: Sim

Docentes responsáveis

MARIA LUCIA CASTANHEIRA
GILCINEI TEODORO CARVALHO

Docentes externos

David Bloome

Horários

Quinta - 14:00 às 18:00

Ementa

This 10-month course provides an opportunity for an in-depth exploration of the use of discourse analysis in education research. Discourse analysis is a set of approaches to the study of educational events that focuses attention on people’s use of language and related semiotic systems as together they construct social (and educational) events, learning, social identities, social relationships, histories, knowledge, and power relations. The approach taken in these courses is grounded in sociolinguistic ethnography, interactional sociolinguistics, critical discourse analysis, ethnographically-informed discourse analysis, and related approaches to discourse-in-use.

Programa

There are several components to how this course is being taught. The responsibility for integrating and taking advantage of the various components of the course to enhance learning is yours (the student).

This course has five sites: The Ohio State University, the Federal University of Minas Gerais, Klaipeda University, Seoul National University, and Indiana University. At each site, students will meet with an instructor at regularly scheduled classes. You will register for the class at your university and you are subject to all of the rules, regulations, and policies at that university. The instructor of your class will be the person who will assign you a grade for the course. Please note, there are differences across the sites in assignments, supplemental activities, schedules, and how local discussions will be handled. However, there are things that are common to all of the sites and opportunities to interact with people across the sites. Here are some of those commonalities across sites.

1. There is a video recorded lecture for each week of the course; there are a total of 24 video-recorded lectures (12 for the first half of the course and 12 for the second half of the course). The video- recorded lectures will be made available to you on a schedule (approximately two weeks before the class session in which you will be discussing that lecture.). You will not be able to view the video-recorded lecture before the release date. The purpose of having release dates is insuring that each time we follow a pattern of (a) watching a video-recorded lecture, (b) reading the assigned and related readings that accompany the video recorded lecture, (c) discussing both the video recorded lecture and the readings at the local site, and then (c) discussing all of that on-line across sites. We want everyone to take time to think about and reflect about the content of the lecture and the readings, we want people to consider together how those ideas might be adapted to different contexts, modified, revised, extended, and contested. This means that you should come to class prepared to engage in discussion. You should be open-minded when engaging in discussions, listen carefully to your colleagues and to the instructor, take notes, and contribute to the discussion both in your local site and online.

2. Course web-site. The course web-site is the “CANVAS” web site run by The Ohio State University. At the beginning of the course you will get an Ohio State University e-mail address and you will need to use that e-mail address to access the course web site. There are many activities and resources on the web site. These include:

a. Discussion spaces for discussion of the course lectures and course readings. You are required to participate in these discussions. Plan on making at least two substantial contributions each week to the discussion.

b. A repository of articles. Some of these articles are required reading for the course. Other readings may be assigned by your class instructor. You may want to read other articles for your own interest.

c. Group sharing of research projects. You will be assigned to a group of 2 to 5 students across sites. There are two purposes of this group. The first is for you to share your research as it evolves with the others in the group and to get feedback from them. The second is for your group to make a joint presentation on a topic that will be assigned to the group.

3. Research Assignment. Each student in the class is required to engage in a research project. You will get details about the research assignment from your class instructor. Please note: the assignments may vary a lot across the research sites.

Bibliografia

• Agar, M. (2013). The lively science. Minneapolis: Mill City Press.
• Agha, A. (2006). Language and social relations (Vol. 24). Cambridge University Press.
• Gergen, K. (1999) An invitation to social constructionism. Thousand Oaks, CA: Sage.
• Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.
• Gumperz, J. J. (1986). Discourse strategies. New York: Cambridge University Press.
Green, J., & Bloome, D. (1997). Ethnography and ethnographers of and in education: A situated perspective. In J. Flood, S. Heath, & D. Lapp (eds.) A handbook of research on teaching literacy through the communicative and visual arts. (pp. 181-202). New York: Simon & Shuster Macmillan.
• Heath, S. (1983). Ways with words. New York: Cambridge University Press.
• Hymes, D. (2013). Foundations in sociolinguistics: An ethnographic approach. Routledge.
• Hymes, D. (2003). Ethnography, linguistics, narrative inequality: Toward an understanding of voice. Taylor & Francis.
• Pennycook, A. (2010). Language as a local practice. New York: Routledge.
• Rorty, R. (Ed.) (1972). The linguistic turn. Chicago: University of Chicago Press.
• McDermott, R. (1999). Culture is not an environment of the mind. Journal of the Learning Sciences, 8, 1, 157-169.
• Williams, R. (1958). Culture is ordinary. In A. Gray and J. McGuigan (Eds.), (1977). Studies in Culture: An Introductory Reader (5-14.). London: Arnold.