Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Linguagem em Foco (Online) |
Texto Completo: | https://revistas.uece.br/index.php/linguagememfoco/article/view/2935 |
Resumo: | This paper discusses the linkage of Bakhtin's theory of genres (BAKHTIN, 2011 [1953/1979]) with foreign language learning and teaching. In order to illustrate our debate, we present, through written productions, speeches produced by students of the discipline Teaching Practice of Spanish of degree course in Language from a public institution of Higher education located in the city of Rio de Janeiro. Such productions reflect an “ungenred” treatment (FANJUL, 2012) concerning to the genres approach in the classroom, which ends up promoting an abandonment of verbal materiality, thereby, neglecting the linguistic, grammatical and textual elements. The pedagogical tendency towards this type of approach reveals not only a reductive reading of the Bakhtinian perspective, but also discursive resonances (SERRANI, 2010) that impact the language conception of the teachers in initial education, since they disregard the crossing of the compositional and stylistic dimensions in the reflection on the discourse genres. In addition, we reflect on the way in which the theoretical discourse on genres in the pedagogical field has contributed to the favoring of a zone of proximal development (VIGOTSKI, 1991). |
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Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-TeachersRessonâncias de uma Concepção “Desgenerizada” de Linguagem no Discurso de Licenciandos de Língua Estrangeiragêneros discursivosensino/aprendizagem de línguasformação docentediscourse genreslanguage learning and teachingteacher trainingThis paper discusses the linkage of Bakhtin's theory of genres (BAKHTIN, 2011 [1953/1979]) with foreign language learning and teaching. In order to illustrate our debate, we present, through written productions, speeches produced by students of the discipline Teaching Practice of Spanish of degree course in Language from a public institution of Higher education located in the city of Rio de Janeiro. Such productions reflect an “ungenred” treatment (FANJUL, 2012) concerning to the genres approach in the classroom, which ends up promoting an abandonment of verbal materiality, thereby, neglecting the linguistic, grammatical and textual elements. The pedagogical tendency towards this type of approach reveals not only a reductive reading of the Bakhtinian perspective, but also discursive resonances (SERRANI, 2010) that impact the language conception of the teachers in initial education, since they disregard the crossing of the compositional and stylistic dimensions in the reflection on the discourse genres. In addition, we reflect on the way in which the theoretical discourse on genres in the pedagogical field has contributed to the favoring of a zone of proximal development (VIGOTSKI, 1991).Este artigo discute a vinculação da teoria bakhtiniana de gêneros (BAKHTIN, 2011 [1953/1979]) com o ensino/aprendizagem de línguas estrangeiras. A fim de ilustrarmos nosso debate, apresentamos, através de produções escritas, discursos de alunos da disciplina Prática de Ensino de Espanhol do curso de licenciatura em Letras de uma IES pública localizada no município do Rio de Janeiro. Tais produções refletem um tratamento “desgenerizado” (Fanjul, 2012) da abordagem de gênero em sala de aula, que acaba por ensejar um abandono da materialidade verbal, desprezando-se, assim, os elementos linguísticos, gramaticais e textuais. A tendência pedagógica a esse tipo de abordagem revela não só uma leitura redutora da perspectiva bakhtiniana, mas também ressonâncias discursivas (SERRANI, 2010) que impactam a concepção de linguagem dos docentes em formação, na medida em que desconsideram o atravessamento das dimensões composicionais e estilísticas na reflexão sobre os gêneros do discurso. Além disso, refletimos acerca da maneira como o discurso teórico sobre os gêneros no âmbito pedagógico vem contribuindo para o favorecimento de uma zona de desenvolvimento proximal (VIGOTSKI, 1991).EdUECE2020-03-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/linguagememfoco/article/view/293510.46230/2674-8266-11-2935Revista Linguagem em Foco; Vol. 11 No. 1 (2019): Número Atemático; 28-42Revista Linguagem em Foco; v. 11 n. 1 (2019): Número Atemático; 28-422674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/2935/2444Copyright (c) 2020 Priscila da Silva Marinho, Antonio Andradehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMarinho, Priscila da SilvaAndrade, Antonio2021-03-23T17:44:57Zoai:ojs.revistas.uece.br:article/2935Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-03-23T17:44:57Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers Ressonâncias de uma Concepção “Desgenerizada” de Linguagem no Discurso de Licenciandos de Língua Estrangeira |
title |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers |
spellingShingle |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers Marinho, Priscila da Silva gêneros discursivos ensino/aprendizagem de línguas formação docente discourse genres language learning and teaching teacher training |
title_short |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers |
title_full |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers |
title_fullStr |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers |
title_full_unstemmed |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers |
title_sort |
Resonances of an “Ungenred” Language Conception in the Speech of Foreign Language Student-Teachers |
author |
Marinho, Priscila da Silva |
author_facet |
Marinho, Priscila da Silva Andrade, Antonio |
author_role |
author |
author2 |
Andrade, Antonio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Marinho, Priscila da Silva Andrade, Antonio |
dc.subject.por.fl_str_mv |
gêneros discursivos ensino/aprendizagem de línguas formação docente discourse genres language learning and teaching teacher training |
topic |
gêneros discursivos ensino/aprendizagem de línguas formação docente discourse genres language learning and teaching teacher training |
description |
This paper discusses the linkage of Bakhtin's theory of genres (BAKHTIN, 2011 [1953/1979]) with foreign language learning and teaching. In order to illustrate our debate, we present, through written productions, speeches produced by students of the discipline Teaching Practice of Spanish of degree course in Language from a public institution of Higher education located in the city of Rio de Janeiro. Such productions reflect an “ungenred” treatment (FANJUL, 2012) concerning to the genres approach in the classroom, which ends up promoting an abandonment of verbal materiality, thereby, neglecting the linguistic, grammatical and textual elements. The pedagogical tendency towards this type of approach reveals not only a reductive reading of the Bakhtinian perspective, but also discursive resonances (SERRANI, 2010) that impact the language conception of the teachers in initial education, since they disregard the crossing of the compositional and stylistic dimensions in the reflection on the discourse genres. In addition, we reflect on the way in which the theoretical discourse on genres in the pedagogical field has contributed to the favoring of a zone of proximal development (VIGOTSKI, 1991). |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-03-30 |
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.uece.br/index.php/linguagememfoco/article/view/2935 10.46230/2674-8266-11-2935 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/2935 |
identifier_str_mv |
10.46230/2674-8266-11-2935 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/2935/2444 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Priscila da Silva Marinho, Antonio Andrade https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Priscila da Silva Marinho, Antonio Andrade https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista Linguagem em Foco; Vol. 11 No. 1 (2019): Número Atemático; 28-42 Revista Linguagem em Foco; v. 11 n. 1 (2019): Número Atemático; 28-42 2674-8266 2176-7955 reponame:Revista Linguagem em Foco (Online) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
collection |
Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
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1797068888198873088 |