Gêneros discursivos, narratividade e exotopia em práticas de letramento na formação inicial de professores de língua portuguesa

Abstract

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.