Representações de língua/linguagem e ensino de Língua Portuguesa à luz do Círculo de Bakhtin

Abstract

In this work, we aim to discuss the formation of the social representations from the effects of the language approach in grammars directed to middle school. As a theoretical reference we operate with notions of the Bakhtin’s Circle (BAKHTIN, 2008, 2011; VOLÓCHINOV, 2017) interwoven with the Theory of Social Representations (MOSCOVICI, 1961; ABRIC, 2001; JODELET, 1989). We defend that the identification of the collection that represents the teacher mobilized by the textbooks can collaborate to rethink the formative practice of teachers especially as to its unfoldings in the school context. In this direction, we analyze the concepts of language present in two grammars of middle school to identify theoretical-methodological problems in Portuguese language teaching according to Dialogic Discourse Theory. The grammars analyzed showed us that language is still approached in an antidialogical and homogeneous way. From the mapping of the representational collection concerning the language, we believe that it is possible to establish reflections on formative practice, to ensure a productive teaching, anchored in Bakhtinian dialogism.