A Prática de Análise Linguística/Semiótica de base dialógica na compreensão de docentes em contexto de formação continuada colaborativa: uma análise discursiva

Abstract

This study explores the theme of teachers' discourses on the Dialogically Based Linguistic/Semiotic Analysis Practice (PLA) within the context of collaborative continuing education (CCE), focusing on educators from basic education, particularly those teaching in the final years of middle school. By addressing this language practice, the main objective is: to reflect on the discourses about PLA echoed in the discursive interactions and in the didactic-pedagogical materials (re)developed by participating teachers within the CCE framework. To achieve this aim, data were generated during the CCE, involving 15 middle school teachers (grades 6 to 9) from the state education system in Paraná, addressing the questions: a) What discourses on PLA emerge in the CCE context? b) Is it possible to construct intelligibilities on dialogically based PLA within a CCE context? From a theoretical and methodological standpoint, the research is anchored in Applied Linguistics (AL) and the Dialogical Conception of Language (DCL), employing Collaborative Research (CR) for data generation and Dialogical Discourse Analysis (DDA) for data analysis. This study is grounded in the understanding of language as discourse, constituted through interactional processes among subjects and shaped by dialogical relations. Thus, discussions on language draw upon Bakhtin Circle studies; PLA is addressed through works by Geraldi (2011[1984], 1991) and Franchi (2006[1987]); and dialogically based PLA is informed by authors such as Acosta-Pereira (2011, 2013, 2014, 2016, 2018, 2022), Acosta-Pereira and Rodrigues (2010, 2015), Polato (2017), among others. The study adopts a qualitative, interpretive approach (Bortoni-Ricardo, 2008), supported by DDA (Amorim, 2004; Brait, 2012[2006], 2013[2005]; Acosta-Pereira and Rodrigues, 2010; 2015; Acosta-Pereira, 2017, 2020, among others). For CCE organization, studies by Magalhães (2002, 2004) and Desgagné (2007), emphasizing the collaborative nature of formative actions, were consulted. The thesis argues that CCE enables participant teachers to construct intelligibilities about dialogically based PLA, which subsequently reflect and refract in their discourses and (re)development of didactic-pedagogical materials. Analysis of teachers' discourses, through the lens of ideological-axiological hues, reveals as result: dialogical relations with theoreticalmethodological support texts from CCE; understanding of discursive dimensions interwoven in texts-utterances and theoretical-methodological aspects of dialogically based PLA; awareness that linguistic, textual, and enunciative choices are neither random nor neutral; recognition of dialogical, chronotopic, and axiological relations in the stylistic-compositional construction of text-utterances to be considered in didacticpedagogical materials for PLA; and the importance of lexical, textual, linguistic, and grammatical resources connected to the stylistic and evaluative nature of utterances in material (re)development. However, throughout the process, teachers' responsive acts reveal traces of traditional discourse intertwined with transformative discourse, reflecting movements of continuity and rupture within the ongoing tension between centripetal and centrifugal forces in language teaching. These dynamics emerge from the chronotope of language teaching, particularly within the state education system.