Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach

Detalhes bibliográficos
Autor(a) principal: Júnior, Orison Marden Bandeira de Melo
Data de Publicação: 2015
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Bakhtiniana
Texto Completo: https://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692
Resumo: This article aims to be part of the ongoing discussion on the teaching of literature written in English (LWE) in literature classes in undergraduate language programs. In order to do that, it shows the challenges posed by the Letras DCN (National Curriculum Guidelines for the undergraduate Language Teacher Education programs) as well as the reality literature teachers face due to the reduced number of hours of literature classes assigned in course curricula and to students’ limited knowledge of English. Based on the dialogical concept of language and on the possibility of cooperation between scientific trends, we present a cooperative work between DDA (Dialogical Discourse Analysis) and Pragmatics, showing how consonant and dissonant they are. Besides, we present part of the analysis of Alice Walker’s short story Her Sweet Jerome done by students, which, in this context of teaching LWE to students with limited knowledge of English, pointed to the possibility of Pragmatics being the first step towards a dialogical analysis of literary texts.
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spelling Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic ApproachO ensino de literatura em língua inglesa no curso de Letras: uma abordagem dialógico-pragmáticaEnsino de literatura em língua inglesaADDPragmáticaCooperaçãoTeaching Literature Written in EnglishDDAPragmaticsCooperationThis article aims to be part of the ongoing discussion on the teaching of literature written in English (LWE) in literature classes in undergraduate language programs. In order to do that, it shows the challenges posed by the Letras DCN (National Curriculum Guidelines for the undergraduate Language Teacher Education programs) as well as the reality literature teachers face due to the reduced number of hours of literature classes assigned in course curricula and to students’ limited knowledge of English. Based on the dialogical concept of language and on the possibility of cooperation between scientific trends, we present a cooperative work between DDA (Dialogical Discourse Analysis) and Pragmatics, showing how consonant and dissonant they are. Besides, we present part of the analysis of Alice Walker’s short story Her Sweet Jerome done by students, which, in this context of teaching LWE to students with limited knowledge of English, pointed to the possibility of Pragmatics being the first step towards a dialogical analysis of literary texts.Este artigo objetiva participar das discussões sobre o ensino de literatura em língua inglesa (LLI) no cotidiano da sala de aula do Curso de Letras. Para tal, discute os desafios propostos pelas DCN de Letras, bem como a realidade do professor que trabalha com um número pequeno de horas de LLI na matriz curricular e um número alto de alunos com conhecimento limitado dessa língua estrangeira. A partir da concepção dialógica de linguagem e da possibilidade de cooperação entre áreas de conhecimento, apresentamos uma proposta de trabalho entre a ADD e a Pragmática, mostrando as consonâncias e as dissonâncias entre as duas áreas. Além disso, apresentamos parte da análise do conto Her Sweet Jerome, de Alice Walker, feita por alunos que apontaram para a possibilidade de a Pragmática, nesse contexto de trabalho de LLI com alunos com conhecimento limitado dessa língua estrangeira, ser um passo inicial para uma análise dialógica dos textos literáriosPontifícia Universidade Católica de São Paulo2015-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692Bakhtiniana. Revista de Estudos do Discurso ; Vol. 10 No. 1 (2015); Port. 87-103 / Eng. 93-110Bakhtiniana. Revista de Estudos do Discurso; Vol. 10 Núm. 1 (2015); Port. 87-103 / Eng. 93-110Bakhtiniana. Revista de Estudos do Discurso; Vol. 10 No. 1 (2015); Port. 87-103 / Eng. 93-110Bakhtiniana. Revista de Estudos do Discurso; v. 10 n. 1 (2015); Port. 87-103 / Eng. 93-110Бахтиниана: Журнал дискурсивных исследований; Том 10 № 1 (2015); Port. 87-103 / Eng. 93-1102176-4573reponame:Bakhtinianainstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPporenghttps://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692/16670https://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692/16671Júnior, Orison Marden Bandeira de Meloinfo:eu-repo/semantics/openAccess2016-11-06T16:07:57Zoai:ojs.pkp.sfu.ca:article/20692Revistahttps://revistas.pucsp.br/index.php/bakhtiniana/indexPRIhttps://old.scielo.br/oai/scielo-oai.php||bakhtinianarevista@gmail.com2176-45732176-4573opendoar:2016-11-06T16:07:57Bakhtiniana - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.none.fl_str_mv Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
O ensino de literatura em língua inglesa no curso de Letras: uma abordagem dialógico-pragmática
title Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
spellingShingle Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
Júnior, Orison Marden Bandeira de Melo
Ensino de literatura em língua inglesa
ADD
Pragmática
Cooperação
Teaching Literature Written in English
DDA
Pragmatics
Cooperation
title_short Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
title_full Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
title_fullStr Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
title_full_unstemmed Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
title_sort Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach
author Júnior, Orison Marden Bandeira de Melo
author_facet Júnior, Orison Marden Bandeira de Melo
author_role author
dc.contributor.author.fl_str_mv Júnior, Orison Marden Bandeira de Melo
dc.subject.por.fl_str_mv Ensino de literatura em língua inglesa
ADD
Pragmática
Cooperação
Teaching Literature Written in English
DDA
Pragmatics
Cooperation
topic Ensino de literatura em língua inglesa
ADD
Pragmática
Cooperação
Teaching Literature Written in English
DDA
Pragmatics
Cooperation
description This article aims to be part of the ongoing discussion on the teaching of literature written in English (LWE) in literature classes in undergraduate language programs. In order to do that, it shows the challenges posed by the Letras DCN (National Curriculum Guidelines for the undergraduate Language Teacher Education programs) as well as the reality literature teachers face due to the reduced number of hours of literature classes assigned in course curricula and to students’ limited knowledge of English. Based on the dialogical concept of language and on the possibility of cooperation between scientific trends, we present a cooperative work between DDA (Dialogical Discourse Analysis) and Pragmatics, showing how consonant and dissonant they are. Besides, we present part of the analysis of Alice Walker’s short story Her Sweet Jerome done by students, which, in this context of teaching LWE to students with limited knowledge of English, pointed to the possibility of Pragmatics being the first step towards a dialogical analysis of literary texts.
publishDate 2015
dc.date.none.fl_str_mv 2015-04-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692
url https://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692/16670
https://revistas.pucsp.br/index.php/bakhtiniana/article/view/20692/16671
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv Bakhtiniana. Revista de Estudos do Discurso ; Vol. 10 No. 1 (2015); Port. 87-103 / Eng. 93-110
Bakhtiniana. Revista de Estudos do Discurso; Vol. 10 Núm. 1 (2015); Port. 87-103 / Eng. 93-110
Bakhtiniana. Revista de Estudos do Discurso; Vol. 10 No. 1 (2015); Port. 87-103 / Eng. 93-110
Bakhtiniana. Revista de Estudos do Discurso; v. 10 n. 1 (2015); Port. 87-103 / Eng. 93-110
Бахтиниана: Журнал дискурсивных исследований; Том 10 № 1 (2015); Port. 87-103 / Eng. 93-110
2176-4573
reponame:Bakhtiniana
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Bakhtiniana
collection Bakhtiniana
repository.name.fl_str_mv Bakhtiniana - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv ||bakhtinianarevista@gmail.com
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