Resumo

TRAVERSINI, Clarice Salete  e  BUAES, Caroline Stumpf. How dominant discourses in the education space cross teaching practices?. Rev. Port. de Educação [online]. 2009, vol.22, n.2, pp.141-158. ISSN 0871-9187.

The teaching practices cross the dominant discourses in circulation in the education space today. This article aims at bringing about pedagogical discourses that prevail among teachers when they deal with teaching methodologies. For this study, we have selected the notions of pedagogical discourse (Díaz, 1998), as discussed from the comprehension of discourse of Michel Foucault. In order to obtain data, we have used questionnaires, which were answered by 120 teachers of both private and public schools in Santa Catarina and Rio Grande do Sul, southern Brazil. The information obtained has shown that the interdiction of methodologies centered on teaching, and the prevalence of learner pedagogy have constituted the currently prevailing pedagogical discourse. Sommer (2005) and Silveira (2005) had already pointed out this prevalence when they studied discourses about literacy. However, these discourses do not only appear in the field of literacy, but also in the discourse of teachers, such as those that teach Physical Education and Languages, that work with early and late grades of both Elementary and High School.

Palavras-chave : Teaching methodologies; Teaching; Pedagogical discourses.

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