Estudos dialógicos da linguagem e práticas de ensino-aprendizagem de língua portuguesa: um olhar sobre a proposta curricular Direito de Aprender

Abstract

This master thesis thematizes curriculum and language from the Dialogic Aspects study of the language teaching mediated by the Bakthinian Circle methodological order, which gives support to the displacement from the purely linguistic to the essentially discoursive. This theoretical-methodological outline is investigated in the curricular proposal Right To Learn (Direito de Aprender), published by the Department of Education of the city of Juazeiro, in the state of Bahia, and it aims at identifying if those assumptions are present in the official document, which guides the Portuguese teaching, as well as investigating how this document is comprehended by teachers and also what its reflections and refractions. We start by the principle which recognizes the headways in the researches about the bakthinian studies to the teaching practice, as well as the discoveries on the strategies used by the language users in the learning process of Portuguese in the school. This research adopts the documental strategy in the curricular proposition of Juazeiro-BA as a methodological strategy, the application of a questionnaire for the teachers, as well as visits to the Education Department and Schools, for the purpose of composing instruments that could support the qualitative analysis in a bakthinian perspective. The results analysis allowed us to conclude that the curricular proposition named Direito de Aprender presents evidences of the theoretical basement proposed by the so widespread bakthinian language theory and by the Circle. However, it presents a deviation when it proposes a work directed to textual genres instead of discoursive genres. It clearly opposes itself to the traditional language teaching, but, in the case of taking its theoretical-methodological option more explicitly, intentionally linked to the dialogic language studies, it would reveal to the bakthinian teacher what the classrooms need to have and it would consequently potentialize its results even more.