Análise linguística no ensino médio: ensino dialógico da lingua portuguesa

Abstract

This article deals with the pedagogical axis called Linguistic Analysis and the consequences of this axis in the teaching-learning processes (or activities) of Portuguese in high school. In our discussion, we aim to demonstrate the possibility of combining the theory of Linguistic Analysis with the dialogical practice developed in the classroom. To this end, we adopted action research as a methodological axis (SANDIN ESTEBAN, 2010; DENZIN AND LINCOLN, 2006; SERRANO, 1998; BOGDAN AND BILKLEN, 1982; LÜDKE; ANDRÉ, 1986 AND CRESWELL, 1998), with procedural interventions in classes a from the longitudinal work (DODANE, 2015) with the police soap “Nós”, by Salim Miguel (Miguel, 2018). The methodology and its instruments are part of the project “The paths and paths of writing” carried out with a class of the second grade of high school in apublic school in the western region of Goiânia. For this, we take Bakhtin's dialogism (2013, 2015 and 2017) and its developments in current research in the language ̶represented in Brazil by the studies Geraldi (2002, 2005, 2008 and 2009), Franchi ([1970]) as a theoretical line 2006), Bezerra and Reinaldo (2013), Brito (1997) and other language scholars. And with regard to Linguistic Analysis we rely on the studies Sousa Filho (2017),Travaglia (2010) and Costa -Hubes (2010). The results demonstrate thatwhen we have the text as a starting and ending point inthe teaching-learningprocess, it becomes possible to carry out a more meaningful study / teaching of the Portuguese language for the students, since when we start from the text, we are able to work the language (gem) in a reflective and more creative way. They also show that the work with Linguistic Analysis provides the teacher and the student with the opportunity to reflect on the language (gem) and, with that, conditions to improve the use and knowledge of the language.