Summary: | This paper intends to present an analysis of classes in Elementary Brazilian
Schools. At first, these classes were video-recorded with the purpose of
evaluating how the school knowledge is taken as an object in specific spaces
and time. There were analyzed fragments of the classroom discourse in four
pedagogical sequences. When board and paper texts, on which the
continuous spatial deictic reference was incident, were considered, it became
evident a strong topology of the school knowledge. The school knowledge was
also revealed as something temporal, a sequence to go by, through marks of
verbal tenses, through deictic and temporal marks. The temporality and
spatiality of the school subjects act as productivity devices, which situate the
subject-student at a determined course, and tell about his situation within it,
pointing simultaneously at the objects he must appropriate for his convenient
positioning in the pedagogical career.
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