The lexicon of continuing education for early grade teachers: weaving paths towards the recognition of a terminology

Abstract

The present article refers to a section of a doctoral research project that sought to identify and analyze the terms of the Continuing Education of Teachers of the Early Years of Primary School. The purpose of this work is to present the parameters considered in the process of recognizing the specialized lexicon of the domain studied and your organization by means of concepts systems. The theoretical support was based on the assumptions of Lexicon Sciences (Cabré, 1993, 1999; Biderman, 2001, 2006; Barros, 2004; Krieger & Finatto, 2020) and Corpus Linguistics (Berber Sardinha, 2000, 2004). For corpus processing, extraction and analysis of the terms two computational tools were employed: BootCaT and AntConc. With the contribution of specialists in the field, 2,851 terms were validated for the domain of Continuing Education for Teachers of Early Years, which were distributed into three subdomains to facilitate the access of its consultants, namely: linguistic knowledge, mathematical knowledge and didactic-educational knowledge. The relevance of the data presented in this work lies in the identification of the terminology of continuing education for early grade teachers, establishing possible boundaries with other similar areas, which we hope will contribute to the development of future studies and terminographic objects.