Diálogos entre a concepção dialógica de linguagem e o ensino de Língua Portuguesa: construção de um procedimento didáticometodológico para o trabalho com os gêneros do discurso no contexto escolar

Abstract

Inserted in the field of Applied Linguistics, this research, of a qualitative-interpretative nature and of an ethnographic and collaborative constitution, presents as its theme the teaching of Portuguese Language (PL) in Basic Education through discourse genres, from a dialogical perspective. Supported by studies of the Bakhtin Circle and contemporary studies of Dialogic Analysis of Language, we defend the thesis that it is valid to organize a didactic-methodological procedure for working with discourse genres in Basic Education, supported by guidelines that support the dialogical conception of language, showing an analytical movement that starts from the social and advances to the visual-verb, without losing sight of the use of language in the light of social reverberations. After performing diagnostic action and investigating the state of the art, we identified that, in the school context, many teachers face difficulties to develop work proposals with genres from a dialogical perspective. Emphasizing its textual structures, the work often turns to merely conceptual teaching, disregarding its relative stability and dialogical relations. In an attempt to contribute to the minimization of this problem, we propose, as a general objective for this research, to contribute to the expansion of the work with the speech genres in Basic Education, supported by the dialogical conception of language, from the presentation of a didactic-methodological procedure in a context of collaborative formation. Starting from the conception of discourse genre as a social and historically situated phenomenon, we recognize its constitution as social practices of interaction mediated by language and as a guiding element in the teaching of PL. Assuming that theoretically the discussions about genres are coming to school, some questions arise that drive this research: a) What understanding do PL teachers have about the principles that underlie the dialogical conception of language and what are the biggest difficulties regarding the work with genres supported by this approach? b) Which macro guidelines linked to the dialogical conception of language can support the elaboration of a didactic-methodological procedure, outlining a relatively stable investigative path for the analysis of genres? c) Can the execution of a collaborative action with teachers in order to reflect on macro guidelines that support the dialogical theory contribute to the study of genres under this theoretical-methodological approach? d) In what aspects the development of a collaborative action with teachers, focused on studies and organization of activities with discourse genres based on a didacticmethodological procedure developed by the researcher, supported by principles of the dialogical conception of language, can bring contributions to work with PL supported by this approach? The corpus was constituted by activities developed by teachers of Basic Education, during the execution of a diagnostic action and a collaborative action. Besides that, for data generation, we used a questionnaire, audio recording and the researcher's field diary as instruments. The results showed that the delimitation of theoretical-methodological guidelines, considering the parameters generated in the procedure organized by us, can contribute to the development of proposals for the didactic elaboration of the genre, supported by the Bakhtinian perspective, evidencing an analytical movement that covers the research engendered of its extraverbal and verb-visual dimensions. With this, we seek to expand the possibilities of generating didactic elaboration proposals that achieve more robust results with regard to work with speech genres in school contexts. The results also confirmed an assumption that precedes this research: the expansion of work with the genres of discourse under the dialogical view in the school context is linked to several other factors such as: the formation of the teacher 12 (and how he responds to it), to the perspective he chooses to work with, to his theoretical background, to the apt time destinated to the authorial development of his own activities and procedures (such as number of planning hours, study leaves), to his commitment. In addition to the need for new research regarding the methodological guidelines that support the teacher in the classroom, we understand that the expansion of work with PL supported by the Bakhtinian perspective is also related to broad aspects, such as educational policies, initial and continued formation processes of teachers, curricular proposals from states that contemplate this theoretical-methodological approach, issues that go beyond the objectives of this research, but also need to be considered. Configured as part of our ethical and responsive act in this context, this thesis confirms that the dialogue between the field of PL teaching and the studies of Bakhtin and the Circle is viable and can contribute to overcoming formalist/structuralist tendencies still present in the school context, promoting the enhancement of students' criticality and autonomy.