Miudezas cotidianas sobre a educação literária na escola: (des)alinhamentos entre saberes e práticas na (form)ação docente

Abstract

This doctoral thesis aims to investigate, through the discursive elaborations of three teachers who have recently graduated from the undergraduate program in Letters at the Federal University of Rio de Janeiro, the conceptions of Literary Education that these teachers dialogize in the everyday life of their teaching practices. Grounded in the assumptions of INdisciplinary Applied Linguistics (Moita Lopes, 2006) and in concepts developed by the Bakhtin Circle (Bakhtin [1920–1924] 2010; [1975] 2010; [1975] 2015; [1953] 2016; [1934–1935] 2015; [1953] 2011; Volóchinov [1929] 2017)—such as discourse, dialogism, heteroglossia, responsiveness, authorship, chronotope, exotopy, and ideology, among others—this narrative-oriented research was developed through a dialogical analysis of the teachers’ singular-social narratives (Reis et al., 2017), produced in interview-conversations. The discourses narrated in the recorded conversations were re-narrated and transcribed for analytical purposes, taking into account Bakhtinian theoretical foundations concerning the dialogic nature of every utterance. In dialogue with the participants’ discourses, this thesis understands Literary Education as a (trans)formative and emancipatory movement that unfolds through the layers of literary discourse in school, (inter)mediated by a teaching practice conceived as an internally persuasive discursive practice. The analyses thus point to (dis)alignments between theory and practice in the lived-life of school everyday contexts, highlighting the need to understand, within the discursive webs that articulate moving states of ease and unease, the possibility of a Literary Education connected to the elaboration of authorial meanings in the reading experiences of teachers and students in everyday school life.