A tematização da mulher em uma sala de 3º ano do ensino médio: dialogismo e construção de sentidos

Abstract

The present research aimed to reflect on the thematization of women in the Portuguese Language classes of my 3rd year high school class at a state public school in the interior of Alagoas in 2022. The themes deal with domestic violence, but specifically against women, as well as the professional occupation of black women. The number of physical and/or verbal attacks that women suffer daily in our country is allarming (DatafolhaFBPS, 2022), the majority of these women are black women. Black women still occupy an exorbitant rate in domestic work (Dieese, 2022) women who suffer in precarious working conditions. I argue that the process that enslaved black men and women in the past reverbarates in contemporary times, in the occupation of spaces by black people, specially women. The collor black is represented in spaces that symbolize suffering: prisons, victms of aggression, in manual labor and, in lots of cases, in jobs similar to slavery (CNN Brasil, 2022). Thinking about these questions, I present the following specific objectives of this research: Observe the thematic circulation about black women in students’ productions; Produce meaning for the teacher and students based on the themes observed. With these objectives, I inted to address the following research question: What linguistic-discursive resources were used to highlight the construction of the theme of black women? What discursive position do those involved take on these issues? Based on the theoretical assumptions of Bakhtin and the Circle’s studies on dialogical discursive relationships; Volóchinov (2017) regarding discussions on theme and meaning. In this sense, thinking about the relationship between theme and meaning, I reflect that the theme is a way of acting of consciousness in reaction to the construction of existential formation. If there is a theme, there will be meaning, so one will not exist without the other (Volóchinov, 2017). I argue according to Kilomba (2018) and Djamira Ribeiro (2018), Moreira Júnior (2022) regarding discussions of racism, specially when it comes to racism involving women, among other authors. In this sense, the research is situated in the area of Applied Linguistics (Moita Lopes, 1996) and considers the researcher’s uniqueness and world position within the scope of these considerations (Trivinos, 2008). To collect and generate data, I used three instruments: texts that made up the lesson plans; productions carried out by students of the group and reflective diaries produced by me, researcher and teacher of that group. Therefore, I selected five texts about domestic violence and six texts produced by students about the professional occupation of black woman. The selected texts were written by five female students and six male students. These students are, in majority, socially read as brown and black. The data show that students show interest in topics involving women. Furthermore, the data expressed how the themes of domestic violence and professional occupations by black women could contribute to a possible critical positioning of students. Through thematizations, we, teachers, will contribute to the teaching/learning of the language in a more critical way.