Autoria e alteridade na produção textual: a interação dialógica como fundamento para o desenvolvimento da criticidade na escola

Abstract

This research, situated within the field of Applied Linguistics, investigates the construction of authorship in the textual production of 5th grade elementary school students, through the identification and analysis of marks of alterity, in order to examine the potential of pedagogical practices based on dialogic interaction as a means of promoting the development of critical literacy in both students and teachers. This is an ethnographic case study, qualitative in nature, with descriptive-exploratory objectives, which include: identifying and analyzing the marks of alterity present in the students' texts, characterizing how these marks reflect the dialogue with other voices, through the identification of excerpts in which the student reproduces ideas, phrases, or concepts from other texts, authors, or interlocutors; exploring the role of dialogue and reading in the construction of authorship; and evaluating the contribution of pedagogical practices developed in a dialogic manner to the development of critical literacy in the educational context. For data collection, I used participant observation, field notes, and the analysis of students' textual productions. This process extended over seven weeks, from October to November 2023, with four hours per week dedicated to observation and participation in the classes. The classes involved reading three motivating texts, selected by me, on the theme of modern slavery, as well as texts brought by the students themselves. Collective discussions on the contents, moments of textual production, and reading of the students' productions also took place. Throughout this journey, I reflected on concepts such as dialogism and interaction (Sobral, 2009; Freire, 1967, 1987, 1989), reader-author (Faraco, 2009), meaning construction (Barros, 1997), critical literacy (Souza, 2011; Freire, 1967, 1989), heterogeneity (Authier-Revuz, 1990), among others, highlighting that the meaning of the text emerges from human relationships, which serve as a basis for the construction of meanings (Bakhtin, 1997, 2006, 2010, 2016, 2017). The research was conducted in a municipal public school in Uberlândia-MG, where I worked as a researcher and as the lead teacher, responsible for the history and geography classes of the participating group. To analyze the students' texts, I used Bardin's Content Analysis methodology, combined with field notes. The analysis of authorship construction and marks of alterity in the students' texts directly contributed to the overall objective of the research, by enabling a reflection on how social, cultural, and historical relationships influence linguistic expression, the dynamic construction of the self, and the students' critical capacities. These elements provide insight into how students negotiate and construct meanings in their textual productions, highlighting the interactions between their individual voices and the voices of the other, both in the school context and in external spheres. This process underscores the fundamental role of the teacher in expanding the students' repertoire through the use of diverse reading sources, which enriches their understanding of the interactions between language and society. Moreover, it reinforces the importance of fostering textual production as a dialogic space, promoting the development of critical literacy in the educational context.