Banca de DEFESA: SILVIO NUNES DA SILVA JUNIOR

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SILVIO NUNES DA SILVA JUNIOR
DATE: 13/05/2021
TIME: 09:00
LOCAL: Google Meet
TITLE:

DIALOGISM AND SELF-OBSERVATION IN LINGUISTIC-DISCURSIVE PRACTICES WITH THE PORTUGUESE LANGUAGE IN HIGHER EDUCATION: THE CLASSROOM AS A RESPONSIVE ARENA

KEY WORDS:

Dialogism. Linguistic-Discursive Practices. Self-observation. Pedagogical Work.

PAGES: 242
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

Within the field of Applied Linguistics studies, which has a transdisciplinary political agenda (KLEIMAN, 2013), in its interrelation with the Dialogical Theory of Language, I aim, in this thesis, to analyze, in a context of self-observation, linguistic-discursive practices in the light of dialogical conceptions in working with the Portuguese language in higher education. Based on this, I question which elements, throughout the history of Portuguese language teaching, have highlighted the need to think of the classroom as a responsive arena, anchoring me in Geraldi (1984), Volóchinov (2017), Bakhtin (2011 ), Szundy (2014) and other authors; I problematize how the dialogical perspective can contribute to the promotion of pedagogical practices that consider the procedural dynamics of language, from the notions of discourse, discursive genre, statement, text, dialogical relations, discursiveness and responsiveness (BAKHTIN, 2010b, 2011; VOLÓCHINOV, 2017, 2013, 1997; RODRIGUES, 2004, 2000; ZOZZOLI, 2002, 2012); and I highlight some subsidies to plan and carry out linguistic-discursive practices in Portuguese language teaching (GOULEMONT, 2009; CHARTIER, 1998; BAJARD, 1992; MARCUSCHI, 2003, 2001; ZOZZOLI, 2006, 2003, 1999, 1997; DE CERTEAU, 2014; GERALDI, 1995; POSSENTI, 1996; ANTUNES, 2007; PERINI, 2010); so that, through these questions, it can be identified, in a theoretical-practical perspective, how the teacher self-observation provides the (re) elaboration of teaching practices more favorable to the understanding of living language. The research methodology uses the assumptions of the qualitative approach (ROHLING, 2014; CHIZZOTTI, 2003), looking for an ethnographic aspect (MATTOS, 2011; ANDRÉ, 2008; PAIVA, 2019; ANGROSINO, 2009) and from the perspective of self- observation (GHEDIN, 2005; BIRCH, 1991; FREIRE; 1996; NININ, 2009). The research data were produced procedurally during a Portuguese language curriculum component in a Bachelor of Nursing course, in the 2019.2 semester, at a private higher education institution located in the city of Arapiraca-AL. In the position of professor-researcher, I realized that teaching the Portuguese language, by adopting a view of the classroom as a responsive arena, can enhance its distance from practices restricted to normative-prescriptive, reproductive and systematizing approaches; that the dialogic conceptions discussed provide the teacher with relevant subsidies for the development of teaching practices located in the dynamics of the living language; and that linguistic-discursive practices have proved to be fundamental for broad and concrete pedagogical work with reading, text production and grammar, leaving a noticeable gradation between linguistic-discursive reflection modes that guide Portuguese language teaching activities, ranging from reflection with less active responsiveness to greater active responsiveness. In addition, I identified that self-observation is, in addition to an important direction of research of an ethnographic nature, a favorable vehicle for the teacher to exercise his active and reflective role within concrete teaching practices with the Portuguese language, which are planned and made from their relative autonomy (ZOZZOLI, 2006).

BANKING MEMBERS:
Presidente - 3118896 - RITA MARIA DINIZ ZOZZOLI
Interna - 2546193 - RITA DE CASSIA SOUTO MAIOR SIQUEIRA LIMA
Interna - 1756862 - FLAVIA COLEN MENICONI
Externa à Instituição - ROSANGELA NUNES DE LIMA - IFAL
Externo à Instituição - ANDRÉ CORDEIRO DOS SANTOS - IFAL