A construção identitária em movimentos interlocutivos entre professora e alunos nas atividades de produções de textos de 1º ano de ensino médio

Abstract

The present study started from the assumption that, in classrooms, learners assume diverse social identities that can be identified by language practices (MOITA LOPES, 2002), and that the identity processes are constructed in language, in continuous movement of construction / deconstruction / reconstruction (BAUMAN, 2005; HALL, 2014). Given this, the need arose to observe how these movements of interlocution between the teacher and the students and their implications for the students; identity construction were established, since it was based on a Bakhtinian dialogic perspective (BAKHTIN, 2011, 2014), in which the discursive subject builds up in the social relation and in the classroom the interlocution is understood as a condition of the subjects possibility of existence, because the subject is only constituted as such in the relationship with others, his identity is reconstructed in the relation with the otherness (BAKHTIN, 2011; MOITA LOPES, 2002). In order to identify this relation, the signs of the interlocutive movement between the teachers orientations and the students; responses and their implications for the identity construction of the collaborating subjects were studied through the analysis of the production and re-elaboration of texts. Thus, the questions that guided the research were: a) How was the interlocution between the teacher orientations and the response of the students in the activities of production and textual re-elaboration established? b) How did the social identities of the subjects materialize in discursive practices? c) What are the implications of the interlocution between the teacher and the student for the elaboration of knowledge and for the identity construction of these subjects? Based on these questions, the main objective was to study how the interaction between a teacher orientations and the students responses was established in the activities of production and textual re-elaboration (RUIZ, 2013). In the background, it was sought to observe, through the analysis of the production and the re-elaboration of the texts of the researched subjects, which social identities were constructed in these discursive practices. Finally, the implications of these interlocutive movements for the construction of knowledge - considering the understanding that the writing activity has a procedural character (GERALDI, 2006, 2011; ANTUNES, 2003, 2009) - and for the formulation of identities of collaborating subjects. As a methodology, this study is characterized as a qualitative research (CHIZZOTTI 2003), as participant observation (ANDRÉ 1995) of an ethnographic character (TRIVIÑOS, 1987), and had as a locus a 1st year class of a public school during a period of 6 months between December 2015 and July 2016. Data collection procedures were used to observe, to apply a survey questionnaire, to collect textual productions, to record records in a field diary, and for the observation in the classroom, resources were used such as audio and video recording. In this study, it was observed that the identity issues that permeate the students studied can emerge through the writing activity, in a dialogue established between the teacher orientations and the students responses, whose interlocutive movement can favor the elaboration of the knowledge and identity formation of the students.