DISCURSIVE HETEROGENEITY

GENDER AND TRAINING EXPECTATION IN SPECIAL EDUCATION

Abstract

This article analyzes the discursive heterogeneity presence in the pedagogical discourse taking as corpus the memories of special education teachers about their teaching trajectory. We analyzed these memories focusing on the discursive marks that refer to the production of replies to enunciators from external discourses. From the gender discourse and the discourse of the specific preparation for the disability as part of pedagogical discourse, the analyzes indicate that the polyphony present in the discursive formation heterogeneity of the teachers' narratives maintains the polysemy containment and the power relations concealment by the elimination of other possibilities of describing the referent.