Compreensões sobre a Prática de Análise Linguística em documentos parametrizadores do estado do Paraná: um panorama histórico dos últimos 30 anos

Abstract

The proposal for the Linguistic Analysis Practice (LAP) as a reflective pedagogical practice articulated with the practices of producing and reading texts in Portuguese Language (LP) classes emerged with the professor and researcher João Wanderley Geraldi in the 1980s. LAP is presented in the chapters that Geraldi authors in the book called O texto na sala de aula: leitura & produção (GERALDI, 1984) and, years later, it is resumed and expanded in the book Portos de Passagem (GERALDI, 1997[1991]). It is a practice that, based on assumptions of the Bakhtin Circle, aims to work with the language in which, instead of decontextualized exercises of grammatical classification, priority is given to reflection activities on the linguistic resources used in the construction of texts, taking into account the author's choices, motivated by the interactive situation and the context surrounding its production. Its objective is to provide students with more autonomy in their linguistic practices and, as a consequence, a more effective participation in society. This practice became part of the PL teaching axes in the country, mainly after the publication of the National Curricular Parameters – PCN (BRASIL, 1998a). However, the understanding of LAP has not always been the same as the one proposed by Geraldi (1984, 1997[1991]). According to Rodrigues (2021), other discourses on this practice have emerged over the years, approaching or moving away from its initial proposition. In Paraná, LAP has been provided for in official pedagogical documents since the early 1990s, when the Basic Curriculum for Public Schools was published (PARANÁ, 1990). It was also provided for in the State Curricular Guidelines (DCE -PARANÁ, 2008) and, more recently, in the State Network Curriculum (CREP - PARANÁ, 2021). Within this context and within the context of this investigation, we address the discourse(s) about LAP in the teaching parameterizing documents for the final years of elementary education in the state of Paraná since the 1990s. Three questions guide the research: 1) Is Geraldi's proposal for LAP re-enunciated in parameterizing documents from the state of Paraná aimed at the final years of elementary education? 2) What discourses are conveyed about LAP in parameterizing documents from the state of Paraná aimed at the final years of elementary education since the 1990s? 3) What panorama can we draw from the guidelines of the parameterizing documents of the state of Paraná for the final years of elementary education regarding PAL in this interval of almost 30 years? Based on these questions, we set the general objective: to analyze the possible Geraldi’s re-enunciations and other discourses about LAP in the teaching of Portuguese conveyed in the parameterizing documents of Paraná for the final years of elementary education since the 1990s. To achieve this purpose, we chose to develop a qualitative and interpretive research, whose epistemological basis lies in the Dialogic Conception of Language (DLC), and which is found within the field of Applied Linguistics – since it investigates a socially relevant problem of language use. The analyses are based on Dialogic Discourse Analysis (BRAIT, 2006). Theoretically, this investigation is based on studies of the Bakhtin Circle, Geraldi (1984, 1997[1991]), Franchi (2006[1988]) and authors who discuss LAP, especially those affiliated with the DLC, such as Rodrigues and Cerutti-Rizzati (2011), Acosta Pereira (2013, 2016, 2018), Costa-Hübes (2017a, 2021), Santos (2017), Polato (2017),11 Acosta Pereira and Pinto (2018), Lunardelli (2020, 2021), Mendes-Polato and Menegassi (2020), Acosta Pereira and Costa-Hübes (2021a, 2021b, 2021c), Kraemer and Costa-Hübes (2021), among others. As a result, we understand that the three documents re-enunciate Geraldi's proposal (1984, 1997[1991]) of LAP to some extent, suggesting that such practice should be developed in PL classes. However, directly related to the chronotope of each document, there are different understandings of LAP in the three documents: (I) the Basic Curriculum (PARANÁ, 1990), although it is the pioneer in approaching LAP as an alternative to the mechanical teaching of PL, it moves away from Geraldi's proposal and brings guidelines that incur in teaching practices focused on the system and on linguistic structures, taking the text as a pretext for working on grammatical contents; (II) the State Curricular Guidelines (PARANÁ, 2008), they are close to Geraldi's proposal (1984, 1997[1991]) and move towards a dialogic-based LAP, with emphasis on the extraverbal context of enunciation production and on the voices that echo in them, in a work that considers discursive genres and their social spheres, showing an advance in relation to the previous document; (III) finally, the State Network Curriculum (PARANÁ, 2021), it understands this practice as a linguistic/semiotic analysis, distances itself from Geraldi's proposal and dialogues with two other discourses: that of a contextualized grammar, worked in the text without connection to the context, and that of a new expression for teaching practices that do not emphasize the social dimension of language, focusing on the structure of language. Therefore, based on the analyses, we confirmed our initial thesis, that the parameterizing documents of the state of Paraná are organized by various discourses that guide LAP under nuances with a myriad of tones that, historically, point to movements of approximation and distancing in relation to Geraldi's proposal. It is paramount to point out, however, that these movements do not occur randomly, but are motivated by the game of centripetal and centrifugal forces that is also observed in each chronotope, which is directly linked to national and state political movements in the period in which the parameterizing documents were prepared.