Identidade e responsividade: uma análise das constituições identitárias responsivas de um professor de língua portuguesa de uma escola pública da cidade de Maceió – AL

Abstract

This research lies in the area of Applied Linguistics (MOITA LOPES, 2006; FABRÍCIO, 2006) and it aims to reflect on the constitution of the responsive identities of a Portuguese Language teacher and his work, in a classroom context, describing the discourses and the engaging discourses (SOUTO MAIOR, 2009, 2012), which constitute these identities, seeking to identify signs of responsiveness in the identity constitutions and discussing the implications for identity constitutions responsive to the construction of the teaching practice. For such, we count on the collaboration of a Portuguese Language teacher, who works at a public school in the city of Maceió / AL. Regarding the main categories that embody the analysis, we seek theoretical support in Bakhtin (2003, 2004, 2006), following his conceptions of language, discourse and responsive subject. On engaging discourse, we rely on the considerations of Souto Maior (2009) and Lima and Souto Maior (2012). Regarding the teaching/learning of Portuguese Language, we bring the considerations of Antunes (2003, 2007, 2009 and 2010) and also the considerations of Geraldi (1991, 2006). On teacher training, we sought support in Pimenta (2010), Magalhães (2004), Guedes (2006), Freire (1967, 2011). For identity, the main theorists who embody this study are Moita Lopes (1998, 2002), Coracini (2000), Hall (1997) and Bauman (2005). Concerning the nature of this research, we perceive that this is a qualitative research (CHIZZOTTI, 2014) focusing in the case study (LÜDKE AND ANDRE, 1986), which seeks to analyze in a deep manner from a variety of information. Thus, from the data analyzed in the questionnaire and in the interview, in the Registers of Conversations with the Professor (RCP) and in the procedure that we call the actions of the collaborating professor, it was possible to perceive that in the discourses there are indications of identity constitutions responsive to the teacher in the classroom. These constitutions influence in the construction of their teaching practice, so that, the identity tensions experienced by the collaborating teacher reveal the procedural, contradictory and fragmented nature of identities and also imply the conduction of a fragmented Portuguese language teaching / learning.