Um olhar dialógico para o ensino-aprendizagem da língua em uso

• Autor(a) principal: Rocha, Regina Braz da Silva Santos
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/13771
• topic: Ensino-aprendizagem; Língua em uso; Perspectiva dialógica; Ensino médio; Teaching-learning; Language in use; Dialogical perspective; High school; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

In this thesis, it is considered possible to build didactic practices for the teaching and learning of language in use, in which not only linguistic structures are taken into account, but also the construction of meaning in the context of utterance, promoting a reflection and contributing to the formation of readers and text writers. The overall objective, therefore, is to develop teaching practices for the teaching and learning of language in use, through a dialogical perspective, focusing on the improvement of reading and text productions of students in high school. Two general questions were formulated to guide the research: (1) What theoretical and methodological aspects are needed in the construction of didactic practices, aimed at high school, focusing on the teaching and learning of language in use, based on the dialogical theory of Bakhtin and the Circle? (2) How a didactic practice focusing on language usage can contribute to the teaching and learning of reading and text production? From these matters, the Portuguese language teaching in Brazil was constituted as the research object. To track the memory of this object, first, the theoretical and methodological conceptions of Bakhtin and the Circle are presented, considering the concept of interaction, utterance, discursive genre, style and expressiveness. Second, from the organization of a corpus made up of official documents, grammatical studies and textbooks from different periods, the memory of the object is recovered, showing the main traditions, especially with regard to the grammar teaching. Given this tradition, it is proposed the production of two didactic practices that consider the approach to a major grammar topic, the noun, for the purpose of dialoguing with the activities from the contemporary materials that were analyzed. From that, in answer to the first general question, it is understood that it is necessary to build a teaching practice focusing on the utterance, the concrete, the real, the sense, the movement, the unique, the event. In answer to the second general question, the process of teaching and learning language in use needs to be associated with the expressiveness issues, with the reading and the text production, in order to make the student an agent of language, using it in diverse human activities. In the didactic practices that were produced, the aim was to stimulate students´ critical potential from the observation of some features of the language in use in the texts taken as the objects of study. The conclusion is that it is no longer a question of teaching reading, text production and grammar, but of connecting these practices to the movements of reply and active understanding, to the significant questions that reveal ideological marks, values, positions. It is not possible to treat the language just through modeling processes, focusing on general regularities (in the sense of regularity of a discursive genre), but it is important to build didactic practices in which the active understanding is mobilized. In this process, teaching and learning language in use puts in dialogue linguistic, stylistic and discursive elements in the dialogical construction of knowledge, which considers the "living word" in Bakhtin's sense of the term