Say about each other and talk about yourself: a study of the constitution of the subject from reflective diaries

• Autor(a) principal: Sousa, Maria Ester Vieira de
• Data de Publicação: 2017
• Outros Autores: Costa, Julia Cristina de Lima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/38173
• topic: Professor-pesquisador; Gênero discursivo; Diário reflexivo; Processos de subjetivação; Ensino a distância; Teacher-researcher; Discursive genre; Reflective diary; Subjectivation processes; Distance learning

This article aims to investigate the processes of subjectivation that are establish in the discourse of students. Specifically, we intend to analyze to what extent the students’ subjects inscribe in their discourses marks of a reflection on the teaching practice observed that may interfere with their future classroom performance. We will use as reflexive daily analysis data written by students enrolled in discipline "Applied research on Language Teaching (ARLT)” of the academic education of Letters of the modality of distance learning of the Federal University of Paraíba (Virtual UFPB). These data, selected from a corpus constituted by 110 40 reflective diaries, were collected in the Moodle environment of the Virtual UFPB and were the results of an activity requested in said subject and produced after research that these students developed in Portuguese language classrooms. As a theoretical basis, we will use the production of Bakhtin/Voloshinov ([1988]1929), Bakhtin ([2000]1935), Specifically, using the notions of Dialogic and otherness. We also turn to other authors, as Baumann (2005) and Hall (2008), to discuss the concept of identity, which are aligned with the Dialogical Theory. Regarding the results, we verified that the student in the position of researcher critically evaluates the teaching performance, Frequently, listing different problems in the classes observed and, consequently, pointed to a deficient language teaching.