O diálogo social na sala de aula de língua portuguesa e a formação do sujeito leitor e produtor de textos: uma experiência com enunciado-acontecimento-tema

Abstract

The present research aims to analyze social dialogue (Bakhtin, 2011; Volochinov, 2021) in the classroom and the formation of the reading and text-producing subject, based on the triadic concept of utterance-event-theme (Zozzoli, 2016), in Portuguese language classes. Working with utterance-event-theme helps to explore the relationship between discourse, its context, and the motive or purpose underlying such discourse. This work is anchored in Applied Linguistics, a transdisciplinary study area (Moita Lopes, 1996, 2006; Pennycook, 2006), which highlights the ability to comprehend complex language-related issues in various theoretical and practical contexts. For the study, we employed a qualitative research approach (Oliveira, 2008; Lüdke & André, 1986), within the context of a class in a post-high school technical course at a federal education institution in Maceió-AL. This is an thnographic (Chizzotti, 2008; Triviños, 1987) and netnographic research (Nogueira, Gomes e Soares, 2011; Amaral, Natal e Viana, 2008; Polivanov, 2013). For data collection, collaborative research work (Ibiapina, Bandeira, Araújo, 2016; Ferreira e Ibiapina, 2011; Ibiapina e Bandeira, 2016; Gasparotto, Menegassi, 2016) was conducted with the class teacher. The analyses conducted revealed that a reading and text production approach in Portuguese language classes, based on the social dialogue of students from the proposed perspective, can contribute to minimizing linguistic-discursive gaps that students present, even if they have completed basic education. We believe that these gaps can be minimized through teaching efforts that bring social dialogue into the classroom in conjunction with the triad of utterance-event-theme (Zozzoli, 2012; 2016) for the development of a responsive education, as this approach expands the conditions of language use in the discursive sphere.