Imaginary formations and their meaning effects in the teaching and learning of publicity creation

Abstract

Based on the notions of imaginary formation and anticipation, this article presents a reflection on the teaching of publicity creation under the theoretical perspective of the discourse analysis. We examine how the professional world is inserted in the teaching practice and in the classroom dynamics, intermingled with the pedagogical discourse. In view of that, the objective of this study was to investigate how the image that the teacher attributes to himself/herself and to the students produces meaning effects in the didactic-pedagogical procedures in disciplines of the area of publicity creation. In order to do that, we conducted an empirical research in which we selected discourse sequences produced in 2010 through audio and video recording of classes in the disciplines of Creation, Art Direction, Publicity Writing and Campaign Creation at the Escola Superior de Propaganda e Marketing (Higher School of Publicity and Marketing) of Porto Alegre. We found out that the program worked in the classroom, and which emerges during the preparation of the course, is determined by the imaginary formulations of the teacher, by the anticipation of the meaning effect, and by the homogenization of students. The educative action is guided by the anticipation of the resistance of the teaching system. Lastly, we discovered that the places of teacher and of student are socially incorporated representations that impact decisively upon pedagogical practices.