Dialogismo e auto-observação em práticas linguístico- discursivas coma língua portuguesa no ensino superior: a sala de aula como arena responsiva

Abstract

Within the field of Applied Linguistics, which has a transdisciplinary political agenda (KLEIMAN, 2013), in its interrelation with the Dialogical Theory of Language, I aim, in this thesis, analyze in a self-observation context, linguistic-discursive practices through dialogical conceptions at the work with Portuguese Language in higher education. Based on that, I question what elements, throughout the history of teaching Portuguese Language, it made evident the need to think about the classroom as a responsive attitude, based on Geraldi (1984), Volóchinov (2017), Bakhtin (2011), Szundy (2014) and other authors; I problematize how the dialogical perspective may contribute to the promotion of pedagogical practices that consider the procedural dynamics of language, from the notions of discourse, speech genre, utterance, text, dialogical relations, discursivity and responsiveness (BAKHTIN, 2010b, 2011; VOLÓCHINOV, 2017, 2013, 1997; RODRIGUES, 2004, 2000; ZOZZOLI, 2002, 2012); and I reflect on the development of linguistic-discursive practices of teaching Portuguese Language and the following active responses of the subjects involved in these practices (GOULEMONT, 2009; CHARTIER, 1998; BAJARD, 1992; MARCUSCHI, 2003, 2001; ZOZZOLI, 2006, 2003, 1999, 1997; DE CERTEAU, 2014; GERALDI, 1995; POSSENTI, 1996; ANTUNES, 2007; PERINI, 2010); So that, through these questions can be highlighted, in a theoretical practical perspective how the teacher self-observation provides a (re)elaboration on teaching practices more favorable to the understanding of living language. The research methodology uses the assumptions of the qualitative approach (ROHLING, 2014; CHIZZOTTI, 2003), seeking base on the line of the ethnographic nature (MATTOS, 2011; ANDRÉ, 2008; PAIVA, 2019; ANGROSINO, 2009) and in the self-observation perspective (GHEDIN, 2005; BIRCH, 1991; FREIRE, 1996; NININ, 2009). The research data were produced procedurally during a curricular component of Portuguese Language in a course of Bachelor in Nursing, on the semester of 2019.2, in a private higher education institution located in the city of Arapiraca – AL. As a researcher-professor, I realized that the teaching of Portuguese Language, adopting a classroom view as a responsive attitude may increase the distance of restrictive practices of normative-prescriptive approaches, reproduced and systematized; which the dialogical conceptions discussed deliver to the professor relevant subsidies to the development in teaching practices situated in the dynamic of living language; and the linguistic-discursive practices have showed to be fundamental to an ample and concrete pedagogical work on reading, text production, and grammar, making noticeable a gradation among modes of linguistic discursive reflection that guide the activities for teaching Portuguese Language, which goes from the reflection with less active responsiveness to more active responsiveness. Moreover, I identified that the self-observation is, in addition to an important research direction of ethnographic nature, a favorable vehicle for the teacher exert his/her active and reflexive role within concrete teaching practices with Portuguese Language, which are planned and effected from their relative autonomy (ZOZZOLI, 2006).