A perspectiva dialógica no ensino em língua portuguesa: a prática de produção textual numa turma de 8° ano

Abstract

The main goal of this paper is to reflect about the teaching practice involving language in students’ writing of the 8th grade of elementary school in a private school located in Maceio city. Based on Bakhtin (1979,1992, 2003,2005), Marcuschi (2001, 2008), Antunes (2001, 2010), Geraldi’s (1996, 1997) works and in the field of Applied Linguistics (Moita Lopes, 2006), it analyses, from a qualitative research (Triviños, 2006; Ludke, 1986), the writing activities proposed by a Portuguese Teacher aiming at observing the dialogic nature of the discourse in the teaching practice having as data the recording of classes and the texts students wrote during the classes. The methodology used to develop this research is based on a case study (LUDKE, 1986) once it is worried about investigating a determined context of teaching. The data were collected through the use of class recording, a diary, and the texts students wrote in class and were used to build my interpretation. In general words, it is possible to observe through the interpretations that Portuguese classes seem to be developed from the teacher to the students, being students considered as a recipient of knowledge. It was also possible to notice the teaching is still developed in traditional ways which doesn’t allow a work focused on the writing as a social and dialogical practice.