Corpos dissidentes na escola básica: uma investigação em linguística aplicada, a partir do dialogismo, dos multiletramentos e do letramento crítico

Abstract

This doctoral research, based on Bakhtin's dialogism, presents work with discourse genres, based on Multiliteracies and Critical Literacy, enabling the insertion of the subject-student into the existence-event of the world and life, through their critical positioning as a historically situated subject. As a Portuguese language teacher in basic education, I found motivation to investigate one of my classes when I witnessed, on a daily basis, situations of prejudice related to teenagers' bodies. These are aspects that cause strangeness, listed by the dissent: normal bodies, fat bodies and female bodies. Based on the precepts of Applied Linguistics, I consider the position of the subject- student in their specific context of production, interacting with their colleagues, teachers, their classroom imagination, what they can or cannot say, their actions and reactions to the speeches of others and their own. I present a didactic proposal that aims to develop the criticality of the subject-student and his role as an agent transforming reality, through the problematization of discourses on Dissident Bodies listed from the selection of varied texts on the categories of dissent perceived in the school environment for reading and conversation circles and subsequent analysis of interactions. Thus, based on the authors Bakhtin (2015); Monte Mór (2017); Menezes de Sousa (2011); Cope and Kalantizis (2012); Mendonça (2016); Oliveira (2006); Janks (2018) Street (2006); Red (2012); Tagata (2016); Oliveira and Szundy (2014); Misckolci (2006), Dantas (2020); Kleinan (2013); Rajagopalan (2007), and others, I propose the general objective of this work: to investigate and reflect on how Dissident Bodies – fat bodies and female bodies – are signified by students, within the school environment, based on discursive and literacy practices. This investigation took place through the implementation of a didactic proposal, based on the studies of Multiliteracies and Critical Literacy, in the classroom, based on the theme Dissident Bodies, based on discursive genres. From the implementation of the didactic proposal, we seek the following specific objectives: i) promote and encourage spaces for discussions about Dissident Bodies, through the multisemiosis present in discursive genres, through forms of production/reception/transformation of texts by adolescents participating in the research; ii) investigate in verbal interactions (moments of speaking, listening and silence) in conversation circles and in students' written productions, the positions taken regarding discourses produced in literacy practices about Dissident Bodies; iii) verify and analyze the place of Dissident Bodies within the school space, observing the agency and creative and active appropriation of languages by subjects in their written productions and verbal interactions. I propose to work from the perspective of Applied Linguistics, considering language as a material field of political struggle and constitution of subjects in their historicity, where social injustices are manifested at different moments in history and where constant struggles and ideological conflicts are fought. Thus, I seek to act under the perception of critical consciousness, interpreting language as a way of claiming and acting politically. As a result of this research, I present the finding that, given the adolescents' positions on Dissident Bodies in discursive practices within the classroom, discourses that incite hatred and intolerance predominate, namely: fat-phobic discourse, sexist discourse, misogynistic discourse, neoliberal discourse. This means that Dissident Bodies are positioned in a place of inferiority and suffering through the most diverse forms of violence. Furthermore, the positions taken by individuals indicate the interdiction of discourse depending on the context of production, along with the recurrence of moments of silence, suggesting the incompleteness of individuals in their relationships with each other and with the discourse.