Trilhando caminhos para uma prática de análise linguística de base dialógica: uma proposta de elaboração didática a partir do gênero discursivo tira

• Ano de defesa: 2020
• Autor(a) principal: Fenilli, Lays Maynara Favero
• Orientador(a): Costa-Hübes, Terezinha da Conceição
• Banca de defesa: Franco, Neil , Lunardelli, Mariangela Garcia , Corbari, Alcione Tereza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Prática de Análise Linguística; Concepção dialógica de linguagem; Gênero discursivo tira
• Palavras-chave em Inglês: Linguistic Analysis Practice; Dialogic concept of language; Discursive genre comic strips
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: http://tede.unioeste.br/handle/tede/4828

The Portuguese Language (PL) teaching has the compromise of developing the students’ capacity of producing oral, written and multisemiotic texts, as to read texts from different discursive genres. Furthermore, this subject has to offer the students the means to understand and interact with the discourses that emerge into the society through the language practices. In this context, the Linguistic Analysis Practice (LAP) was proposed by Geraldi (1984; 1997[1991]) with the intent of assuring the PL objective of going beyond the grammatical rules by using teaching approaches based on texts and the connection of practices such as, reading, writing and linguistic analysis. Given these aspects, this research aims to ground the LAP in the dialogic concept of language, based on the Bakhtin’s Circle studies, because we comprehend that this theory can give a better theoretical base for a practice that is focused on the stylistic and discursive strategies used in the moment of interaction with texts. Therefore, the research is organized around the following questions: How is it possible to re(configurate) a methodological orientation for the dialogic LAP? How to create a didactic elaboration with the LAP by using the discursive genre comic strips, grounded on the theoretical propositions of the Bakhtin’s Circle? In order to answer these questions, the following general objective was set: To (re)configurate the LAP, grounding it on the dialogic concept of language by developing a didactic elaboration for the genre comic strips, destined for students of the 8th and 9th grades of Elementary School. To accomplish this, the theoretical base was composed mainly by Bakhtin’s Circle authors (VOLÓCHINOV, 2017 [1929]; 2013[1930]; BAKHTIN, 2010[1929]; 2013; 2016[1979]; VOLÓCHINOV e BAKHTIN, 1926). In addition, were used authors about the PL teaching, such as: Franchi, 2006[1987], Acosta Pereira (2011; 2013; 2018), Franco e Polato (2015), Polato (2017), among others. In what concerns the methodology, this research is exploratory (GIL, 2008), anchored in the Applied Linguistics (MOITA-LOPES, 2006), inserted in the qualitative interpretativist spectrum (FLICK, 2009; BORTONI-RICARDO, 2008). As results, we conclude that the dialogic LAP should have some “passage points” connected to Volóchinov’s ([1929] 2017) sociologic method. Therefore, in the first place, it is necessary the study of enunciations’ context, like the Chronotope, the involved subjets and their social roles. In the second place, it is vital to study the discoursive genres and their constitutive elements in order to understand the concept of style and its influence in the constitution of texts and discourses. Finally, it is essential the study of the linguistic choices that compose the material part of the text, in dialogue with the extraverbal context. During all this process, it is important that the valuations are topic of reflection, because without axiology there is no possibility of texts. With this research, we hope to contribute with the field of the PL teaching by actualizing the studies concerning the LAP through a theoretical and methodologic resignification of this practice that implies its recognition as a dialogic teaching practice.