Social Dialogue in the classroom and formation of the subject reader and text producer: an experience with utterance – event – theme in Portuguese Language classes
Social dialogue; Utterance - event - theme; Formation of the subject reader and producer of texts.
The present work aims to analyze the social dialogue (BAKHTIN, 2011; VOLOCHINOV, 2017) in the classroom and the formation of the subject who reads and produces texts, based on an experience with the use of the notion of utterance - event - theme (Zozzoli, 2016) in Portuguese Language classes. To carry out the study, we used a research approach of a qualitative nature (CHIZZOTTI, 1998, 2008), whose context was a group of the technical course subsequent to the secondary level, of the public education network, in the city of Maceió. Starting from the anchoring of Applied Linguistics as a transdisciplinary area of study (PENNYCOOK, 1998; MOITA LOPES, 2006) and taking advantage of an ethnographic perspective (ANDRÉ, 1995 and 2001), a collaborative research work was carried out (GASPAROTTO and MENEGASSI , 2016) with the classroom teacher. In the analyzes that are being carried out, it has been possible to verify that a work of reading and text production in Portuguese Language classes, from the social dialogue of the students, in the perspective of the proposed work, can contribute with the linguistic-discursive gaps that the students face. students present, even if they are subjects who have completed basic education. Thus, we consider that these gaps can be minimized through teaching work that brings social dialogue to the classroom and articulates the utterance - event - theme triad in the development of the subjects' active understanding.