Pluridiscursividade e pluriestilismo : texto em seu uso filosófico-pedagógico nos diálogos filosóficos na escola (sala de aula de filosofia)

Abstract

The work promotes a reflection on the text in its philosophical nature, in its pluridiscursive and pluristylistic dimensions, for the philosophical and pedagogical work in the classroom. The experience as a philosophy teacher inspired us to question why the students' difficulties in appropriating philosophical texts and finding the discipline boring and to reflect on the role of the teacher as a motivator of philosophizing, much more than a simple commentator and interpreter. reason that led to the: (1) reflect on the advent of the written text, evolution and dialogic paradigms that arise with reading in its limits and development of literacy; (2) discuss the text from its linguistic and philosophical nature, apprehending it as a social and dialogical phenomenon; (3) conceptualize pluridiscursivity and pluristyllistics of the text from the perspective of discourse and utterance genres; (4) outline the dialogical possibilities of working with the text in the classroom from dialogism and and its philosophical nature. The construction path of the thesis navigates the studies of stylistics, linguistics, reading, language, orality, textuality and concepts with examples Batista (2016), Scliar (2020), Benito-Vessels (2007), Marcuschi (1993), Orlandi (2008), Pizanni (1998), Thomas (2005), Walther-Bense (2010), Evelett (2019), Benveniste (2014) among others; Philosophy, Teaching Philosophy and Philosophy of Language: Merleau-Ponty (1974, 2014), Flóres (2002), Bakhtin (2015, 2017, 2018, 2019), Deleuze (2017) Ponzio e Petrilli (2007), Kohan (2011), Arpini, Licata e Kohan (2002) among others. In the circumstance of the twenty-first century, in which the educational system is guided by writing and reading (decoding of writing), which develops from literacy practices that begin at an early age, a period in which communicative processes with the help of new information and communication technologies manifest themselves as places of dialogue, Of encounters and exchanges of knowledge, the written text is the foundational experience of learning in the classroom.