Heterogeneidade discursiva e ensino de Língua Portuguesa: proposta de um caderno pedagógico de professor para professor

Abstract

We live in a scenario that demands, more and more, from contemporary man, essential skills and competences for understanding and interaction with reality. In view of this context, it is essential that the process of teaching and learning the Portuguese language at school aims at the development and expansion of linguistic-discursive skills, considering, in school practice, the needs, demands, skills and potential of the student in their social practices. In view of this situation, this research work proposed to address discursive heterogeneity, as an essential strategy for the construction of meanings in the text. Our objective was to propose a discussion regarding the teaching of Portuguese language at school from a discursive perspective, with a specific focus on aspects of the heterogeneity of the language and, in this sense, to develop, as support for teachers in the area, didactic material with proposals activities to be developed in the classroom, which may enhance the reading ability of apprentices in the 8th grade of elementary school. Therefore, based on the principle that the language is updated in use / discourse, we present in this research considerations about the teaching of Portuguese language in Brazil, through a brief review of the literature of a representative part of what we can call a discursive perspective of language, presenting important notions about discursive heterogeneity, enunciation, polyphony and dialogism, thus explaining the interactionist and sociodiscursive character of language. Thus, we start, above all, from the studies of four authors, which we consider essential for the proposed discussions and reflections: Antunes (2003 and 2010), Authier-Revuz (1990, 1998 and 2004), Bakhtin (1979, 1997 and 2011) , and Maingueneau (1997, 2005 and 2011). In addition to these scholars, we also highlight the National Curriculum Parameters (PCN 1997) and the National Common Curricular Base (BNCC 2018), highlighting what these documents postulate about the teaching of the Portuguese language in the final years of Elementary School. As an educational product, we have also developed teaching material entitled Pedagogical Notebook from teacher to teacher as support and suggestion for Portuguese teachers of elementary school, whose proposal is to suggest pedagogical practices that explore discursive heterogeneity in line with a critical panorama of language teaching. in Brazil. Finally, at the end of this work, it was possible to conclude that, in fact, teaching the Portuguese language through a discursive perspective, with a focus on discursive heterogeneity, can increase students' reading competence, since, in this way, they are led to think about discursive aspects in the text that are not always referenced by the school.