Gêneros discursivos, narratividade e exotopia em práticas de letramento na formação inicial de professores de língua portuguesa
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2019-12
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Resumo
in this article, we discuss the role of narrativity in the emergence of excess vision (BAKHTIN,
2011) in discursive practices and events in the process of initial teacher education. We focus
on sets of texts produced by students in the compulsory curricular internship subject of the Portuguese
language degree, with special attention to their exotopic effects. The academic practices
under examination are central activities of this stage in the undergraduate course and to a large extent
are characterized by the production, distribution and consumption of specific discursive genres
(FAIRCLOUGH, 2001; BAKHTIN, 2010). The subject’s pedagogical program is designed to focus on
practices rather than their textual products, taking into account the processes of representation, sharing
and interpretation of utterances resulting from the activities of writing, reading and discussing
school education memorials and observation journals. In this sense, we seek to describe, systematize
and interpret subjectivating and objectifying dialogical interpellation processes and their effects
of responsiveness and responsibility resulting from the emergence of memorial texts with narrative
connotations (BAKHTIN, 2010). We found that these activities produce accumulations of individual
and collective excess vision (exotopes) for the group of students, allowing knowing and operating the
writing of themselves in the set of voices of scripture and their identity configurations resulting from
the author / character relationship.
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Gêneros discursivos, Exotopia, Formação de professores, Narratividade, Discursive genres, Exotopia, Teacher training, Narrativity
Citação
BERTOLLI, Sarah Suzane; COSTA, Alexandre. Gêneros discursivos, narratividade e exotopia em práticas de letramento na formação inicial de professores de língua portuguesa. Guará, Goiânia, v. 9, n. 2, p. 18-32, jul./dez. 2019.