%0 Journal Article
%T Rela£¿£¿o poder-saber e formas de resist¨ºncia em documentos educacionais governamentais sobre ensino de l¨ªngua estrangeira
%A Marques
%A Sandra Mari Kaneko
%J Alfa : Revista de Lingu¨ªstica (S£¿o Jos¨¦ do Rio Preto)
%D 2012
%I Scientific Electronic Library Online
%R 10.1590/S1981-57942012000100012
%X considering political-educational discourse as a context for power manifestation, this study goal explores the power-knowledge relationship in official educational documents in different government instances where forms of resistance can be spotted. to verify how this relationship is established, two specific curricular documents are analyzed: orienta£¿£¿es curriculares para o ensino m¨¦dio: linguagens, c¨®digos e suas tecnologias (2006), the official curriculum orientations issued by the basic education department (secretaria de educa£¿£¿o b¨¢sica - seb), and proposta curricular do estado de s£¿o paulo: l¨ªngua estrangeira moderna-ingl¨ºs (2008), the official curriculum proposal issued by the department of education of s£¿o paulo state (secretaria da educa£¿£¿o de s£¿o paulo - see). this study theoretical framework deals with the following concepts: power-knowledge relations, forms of resistance, and truth regimes largely discussed by foucault (1971, 2008), p¨ºcheux (1990), mascia (2002), bertoldo (2003), coracini (2003), gregolin (2004), orlandi (2006), veiga-neto (2007), possenti (2007), and amarante (2009). the analysis of the documents reveals some of their argumentative traces that contribute to the establishment of a truth regime influenced by power-knowledge relations. moreover, results point out conflicting issues between the curriculum orientations and the curriculum proposal concerning theoretical presuppositions and practical guidelines to language teaching and learning.
%K teaching
%K foreign language
%K power-knowledgerrelation
%K political-educational discourse.
%U http://www.scielo.br/scielo.php?script=sci_abstract&pid=S1981-57942012000100012&lng=en&nrm=iso&tlng=en