Sistemas de gestão de aprendizagem e o professor no século XXI : uma análise discursiva dos efeitos das tecnologias digitais de informação e comunicação na formação do imaginário docente

Abstract

The main purpose of this study is to analyze, by using Discursive Sequences, the paradox established during the construction of the teacher’s image in the twenty-first century. The corpus of this research consists of two Learning Management Systems (LMS) - Schoology and Edmodo - and official documents such as Leis de Diretrizes e Bases. French Discourse Analysis will be used as theory and method, in which authors as Pêcheux (1995, 2008) and Orlandi (2004, 2009, 2014) define concepts such as paraphrasing and metaphor for construction and maintenance of discourse. These concepts, related to Dominique Julia’s theory (2000), evoke the discursive memory and its effects on the development of the teacher’s image due to technological changes.