Dialogic epistemology in linguistic analysis

• Autor(a) principal: Polato, Adriana Delmira Mendes
• Data de Publicação: 2019
• Outros Autores: Menegassi, Renilson José
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Fórum Linguístico
• Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2019v16n2p3742

The present article discusses the theoretical epistemology of the pedagogical practice of Linguistic Analysis (LA) in Brazilian Applied Linguistics. It adopts a documentary and dialogic approach to understanding both the individual and combined architecture of three founding texts for the guiding assumptions of the thesis, which is deflected and reflected in concepts comprising LA in: O texto na sala de aula (The text in the classroom) (GERALDI, 1984), Criatidade e gramática (Grammar and creativity) (FRANCHI, 1987), and Portos de passagem (Ports of passage) (GERALDI, 1991). Results reveal that LA emerges torn between cognitive and dialogic standpoints (GERALDI, 1984), while more strongly leaning towards a dialogic approach (GERALDI, 1991) by virtue of a pictorial re-enunciation of concordant theoretical voices, such as Franchi’s (1987) and The Bakhtin’s Circle.  Thus, a theoretical, epistemological, dialogic approach arises on the grounds of a tripod onto which assumptions of cognitive, ethical and esthetic nature are superimposed and to which pragmatic-pedagogical as well as social basis are directed not only towards comprehension and valuational production of discourse but also towards the transformation of social relations.