Literature Proposals in Olho d’Água das Flores: paths for a review of teaching practice from a dialogical perspective of language
dialogism - ethnography - remote education - social literacies
This paper proposes a discussion on the partial results of a pedagogical proposal for reading and writing developed in a 9th grade class of a municipal public school located in Olho d ’Água das Flores, municipality of Alagoas. This research, of a qualitative nature and of an ethnographic nature, pointed to the need for the teacher-researcher to review her teaching practice, which is crystallized in a conception of work with reading and writing disconnected from the elements of time and space in which such activities are inserted, disregarding the historicity of the subject students with the context. The established objective of the exploratory phase was to reflect on the review process of the teaching practice of the teacher-researcher of the present research, from the pedagogical work with the literacies that considers the Portuguese language as a form of concrete and unique statements mobilized by participants whose interest is that of their socialization in the world, beyond the technical domain of reading and writing. And it seeks to answer the following research questions: a) taking the Bakhtinian conception of language, who are some of my main interlocutors, real and discursive, in the school context of the classroom? b) has my teaching practice enabled my students to understand living speech? What kind of speaker has my student become from his active responsiveness to my classes? c) Can working with different language practices, including digital ones, contribute to trigger the active role of my students in the world?