Por uma educação linguística dialógica: práticas, reflexões e narratividades

• Autor(a) principal: Moura, Rodrigo Milhomem de
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12900
• topic: Educação linguística dialógica; Língua portuguesa; Narrativas; Educandos/as; Dialogical language education; Portuguese language; Narratives; Students; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

In this doctoral dissertation, I defend the conception that I have called Dialogical Language Education (DLE) as another possibility to understand and act in Portuguese Language classes. This perspective is influenced by the theorizations of Bagno and Rangel (2005), Bakhtin's Circle and Paulo Freire. The study's objective is to analyze co-constructed experiences, in Portuguese classes, with students from two classes of Elementary School and two classes of High School of a public educational institution in Goiás, in order to think of a praxis inspired by the notion of Dialogical Language Education. The methodological path is based on qualitative research and narrative inquiry as I center my efforts on unique stories and experiences in the world as a way to (re)tell, (re)live and (re)write them. For this purpose, I draw on the concepts of language education (BAGNO; RANGEL, 2005); dialogism, language, enunciation, subject, ideological sign, responsible act, and surplus vision (BAKHTIN, 2010, 2011, 2015, 2015, 2016, 2017, 2018a, 2018b; MEDVIÉDEV, 2012; VOLÓCHINOV, 2017, 2019); and liberating education, praxis, word-world (palavramundo), criticality, and conscientization (FREIRE, 1967, 1979, 1986, 1995, 1997a, 1997b, 2011, 2014, 2015). As I gather from the analyses, the dialogical spaces discussed in this doctoral dissertation allowed the students to reflect upon language and upon their relationship with themselves and with others from the viewpoint of criticality, empathy, and love, so that they perceived themselves as agents in the educational process. Moreover, the narration, retelling, and rewriting of the experiences lived in this study allowed me to look at myself, at my relationship with others, and at the reinvention of my pedagogical praxis. Therefore, I emphasize that DLE can contribute to the transformation of the reality of teachers and students, since it enables the creation of dialogical spaces that favor a critical, participative, and dialogical view of, with, and in the world, in search of the transformation of themselves and their reality through language.