“Quem foi o pilantra que disse isso?”: análise dialógica do discurso da linguagem marginalizada em ambiente escolar.
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Data
2019-03-22
Autores
Justiniano, Marcelo da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho apresenta uma reflexão crítica do panorama discursivo das práticas enunciativas em ambiente escolar envolvendo os agentes interlocutores desta esfera. A pesquisa se desenvolveu por meio de análise bibliográfica e observações em escolas públicas de ensino fundamental I (1° ao 5° ano) na região do grande ABC/SP. Assumindo uma perspectiva dialógica de linguagem e uma abordagem dos gêneros discursivos visto em Bakhtin, a hipótese consistia em defender que as práticas enunciativas neste ambiente obedecem uma ordem contrária ao processo intrínseco da linguagem: o dialogismo. Deste modo verificamos na literatura e nas observações em escolas públicas uma prática educativa em que o discurso do opressor se sobrepunha a voz do oprimido, calando-o e moldando-o de acordo com a visão de mundo da classe dominante. Esta hipótese foi confirmada em diferentes práticas enunciativas, trazendo para o campo da reflexão crítica, situações que percorrem a simples produção textual realizada pelo aluno, suas interações com professores e as práticas textuais realizadas pelos próprios professores tanto na modalidade oral quanto na escrita. Verificamos que o ensino de Língua Portuguesa ainda é pautado pela prática mecanicista de ensino de gramática e que a visão e experiência de mundo trazido pelas crianças de regiões periféricas são barrados do lado de fora dos muros das escolas. Além disso, a própria prática pedagógica do professor é corrompida e moldada por um discurso pedagógico liberal e pelos processos burocráticos contrários as práticas progressistas e emancipatórias. Por fim, o trabalho propõe uma abordagem de ensino de Língua Portuguesa sob um viés dialógico, apresentando conceitos que possam contribuir para a formação de um sujeito crítico e reflexivo. Deste modo, alinhamos a base dialógica de linguagem com a pedagogia dos multiletramentos, o sociointeracionismo linguístico, o ensino de Língua como prática social e os gêneros discursivos como fundamentais para o processo de formação do aluno. Estes conceitos, para além de um projeto de intervenção momentânea de ação educativa, sugerem uma nova proposta de trabalho e postura do professor em relação ao entendimento e ensino de linguagem, principalmente para esta etapa de ensino (fundamental I) em que a formação do professor de Língua Portuguesa não está relacionada com sua formação específica na área em questão.
The present work presents a critical reflection of the discursive panorama of the enunciative practices in school environment involving the interlocutors of this sphere. The research was developed through bibliographic analysis and observations in public elementary schools I (1st to 5th year) in the region of the great ABC / SP. Assuming a dialogical perspective of language and an approach of the discursive genres seen in Bakhtin, the hypothesis was to defend that the enunciative practices in this environment obey an order contrary to the intrinsic process of the language: the dialogism. In this way we find in literature a practice in which the discourse of the oppressor overlapped the voice of the oppressed, silencing it and molding it according to the world view of the ruling class. This hypothesis was confirmed in different enunciative practices, bringing to the field of critical reflection situations that cover the simple textual production carried out by the student, his interactions with teachers and the textual practices carried out by the teachers themselves in both oral and written modalities. We verified that Portuguese language teaching is still guided by the mechanistic practice of grammar teaching and that the world view and experience brought by children from peripheral regions are barred outside the walls of schools. Moreover, the teacher's own pedagogical practice is corrupted and shaped by a liberal pedagogical discourse and by bureaucratic processes contrary to progressive and emancipatory practices.Finally, the paper proposes an approach of Portuguese language teaching under a dialogical bias, presenting concepts that can contribute to the formation of a critical and reflexive subject.In this way, we align the dialogic base of language with the pedagogy of multiletramentos, the linguistic sociointeractionism, the language teaching as social practice and the discursive genres as fundamental for the student formation process. These concepts, in addition to a project of momentary intervention of educational action, suggest a new proposal of work and posture of the teacher in relation to the understanding and teaching of language, mainly for this stage of education (fundamental I) in which the teacher training of Portuguese Language is not related to their specific training in the area in question.
The present work presents a critical reflection of the discursive panorama of the enunciative practices in school environment involving the interlocutors of this sphere. The research was developed through bibliographic analysis and observations in public elementary schools I (1st to 5th year) in the region of the great ABC / SP. Assuming a dialogical perspective of language and an approach of the discursive genres seen in Bakhtin, the hypothesis was to defend that the enunciative practices in this environment obey an order contrary to the intrinsic process of the language: the dialogism. In this way we find in literature a practice in which the discourse of the oppressor overlapped the voice of the oppressed, silencing it and molding it according to the world view of the ruling class. This hypothesis was confirmed in different enunciative practices, bringing to the field of critical reflection situations that cover the simple textual production carried out by the student, his interactions with teachers and the textual practices carried out by the teachers themselves in both oral and written modalities. We verified that Portuguese language teaching is still guided by the mechanistic practice of grammar teaching and that the world view and experience brought by children from peripheral regions are barred outside the walls of schools. Moreover, the teacher's own pedagogical practice is corrupted and shaped by a liberal pedagogical discourse and by bureaucratic processes contrary to progressive and emancipatory practices.Finally, the paper proposes an approach of Portuguese language teaching under a dialogical bias, presenting concepts that can contribute to the formation of a critical and reflexive subject.In this way, we align the dialogic base of language with the pedagogy of multiletramentos, the linguistic sociointeractionism, the language teaching as social practice and the discursive genres as fundamental for the student formation process. These concepts, in addition to a project of momentary intervention of educational action, suggest a new proposal of work and posture of the teacher in relation to the understanding and teaching of language, mainly for this stage of education (fundamental I) in which the teacher training of Portuguese Language is not related to their specific training in the area in question.
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Palavras-chave
Dialogismo, Gêneros discursivos, Sociointeracionismo linguístico, Multiletramentos