Power relationships, dialogical discourse, and knowledge to listen in the supervised curriculum internship
In this article, we aim to analyze a preservice teaching internship report to understand the disciplinary power present in the narrative, the extent of dialogism, and the importance of active listening in the supervised curricular internship. We draw upon the studies related to discourse analysis by...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Revista Dialogia (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/24326 |
| Acceso en línea: | https://periodicos.uninove.br/dialogia/article/view/24326 |
| Access Level: | acceso abierto |
| Palabra clave: | discurso; estágio curricular supervisionado; relatório de estágio supervised curricular internship; speech; Internship report |
| Sumario: | In this article, we aim to analyze a preservice teaching internship report to understand the disciplinary power present in the narrative, the extent of dialogism, and the importance of active listening in the supervised curricular internship. We draw upon the studies related to discourse analysis by Mikhail Bakhtin (2004; 2011) concerning the conception of dialogism, and Michel Foucault (1999a; 1999b), regarding institutional power relations. We observe that the report presents itself as a descriptive account of the experiences during the internship, with little reflection on the process and its significance in the formation of future teachers. The report appears more as a monological discourse, where a single voice encompasses all other voices. Nevertheless, there are some parts of the report where issues related to disciplinary power are present. Our analysis emphasizes the need to cultivate dialogic reporting by encouraging prospective teachers to develop a more reflective approach. |
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