Diálogos e silenciamentos docentes:o(s) gêneros(s) do discurso argumentativo em sala de aula

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Gisele de Freitas Paula
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Estudos Linguísticos; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Linguística
• Palavras-chave em Português: Dialogismo; letramento autônomo; professor/a; gênero do discurso; subject.br-rjbn; Linguística
• Link de acesso: http://repositorio.ufes.br/handle/10/14567

This thesis seeks to understand how the high school teacher has been working when teaching written text production using argumentative speech genres. Stemming from teachers' statements in semi-directed collective interviews and mobilizing concepts from the dialogical perspective of language, such as alterity, exotopy, subject, language and discourse genres, we aim to understand the practice of teaching argumentation / argumentative discourse genres. For this, we articulate the specificity of research in human sciences presented by Bakhtin 2003 [1974] with the evidential paradigm theory proposed by Ginzburg (1989) as a possible methodology for understanding the cognizant being, and we called it dialogical evidential paradigm theory. Subsequently, we go through the works of the Bakhtin Circle - Bakhtin (2003 [1952-53]), VOLOSHINOV, V. N / BAKHTIN, M. M, [1926] 1976), BAKHTIN / VOLOSHINOV, 1999 [1929], Medviédev 2012 [1928] - to deepen the knowledge about the concept of discourse genres. Hence, we further understand the subject/teacher who enunciates, the dialogical relations that cross their speech, their responses to language theories, and their dialogue with the legislative texts. Moreover, we observe how the historicity of the subject 'Portuguese language' affects their classroom work. From these understandings, we realize that the autonomous conception of literacy marks the teaching activities of writing discourse genres throughout the school subject's history and finds its place in the language conceptions of abstract objectivism and idealistic subjectivism. We also conclude that the initial and continuing education is a problem in the teaching career. Thus, bottlenecked practices in high school reduce text production to an argumentative essay model used solely for ENEM, steering to the subject's erasure and the homogenization of ways of speaking.