Vozes docentes em diálogo : a prática de análise linguística a partir do ladrão de Marabaixo na formação continuada de professores do Ensino Fundamental na Amazônia amapaense

Abstract

This thesis consists of a theoretical-practical study on the Practice of Linguistic Analysis – PLA – in a dialogical perspective based on the Marabaixo Thief – a poetic composition sung in the Afro-Amapa religious and cultural manifestation called Marabaixo –, carried out with teachers of the final years of Elementary School, from the public school system in Amapá, in the context of continuing education, to work with the ethical and valued production of statements. Part of the guiding question: how do teachers in the final years of Elementary School, from the public school system of Amapá, in the context of continuing education, develop knowledge about PLA, from a dialogical perspective based on the Marabaixo Thief in order to work with the ethical and valued production of statements? Its general objective is to understand how teachers in the final years of Elementary School, from the public network of Amapá, in the context of continuing education, develop knowledge about PLA in a dialogical perspective based on the Marabaixo Thief working with the ethical and valued production of statements. In light of Applied Linguistics, this is a qualitative-interpretative research, of an ethnographic nature, developed via collaborative Action Research, in Macapá-PA, based on the dialogic perspective of language and on theoretical assumptions of the Bakhtin Circle and researchers who follow that trend. The methodological approach consisted of two phases: diagnosis of PLA in teaching practice and implementation of a theoretical-practical course, developed in three parts: a) theoretical introduction; b) implementation of a Linguistic Analysis Sequence – LAS – in a dialogic perspective developed from the Thief “Where are you going boy” (Aonde tu vai rapaz?); c) production of a new LAS from another thief. The analysis reflects on how teachers appropriate the formative discourse and develop knowledge about the Marabaixo Thief and PLA in light of guiding principles such as: language concepts, social axiologies, authorship and style. The results show, in the first phase, the coexistence of conceptions of language as an instrument of communication, when related to grammar, and as interaction, when related to reading. In the second phase, the study of the Marabaixo Thief awakened in the teachers, in the first part of the course, a sense of belonging, identity, responsibility and ethics to favor engagement in research; in the second part, the theoretical-practical study based on LAS expanded reflections on the Marabaixo Thief: aunt Zezé highlighted the subjects’ social vulnerabilities by emphasizing the sociocultural bias; aunt Gertrudes, the social conflicts by perceiving them from the socioideological bias. Regarding PLA, both demonstrated understanding of the cultural and socio-historical context and social axiologies. In the third part of the course, the analysis focused on the production of aunt Zezé, which highlighted: authorial style with internalization in terms of creativity and personality in the thief’s dialogic analysis “It was in the mouth of Cajari”- (Foi na boca do Cajari). In the production of PLA activities, there was internalization: in terms of appropriation, understanding, creativity and personalization expressed in a didactic-reflective pictorial style, in linguistic activities; in terms of understanding and creativity, marked by a didactic-pedagogical pictorial style in epilinguistic activities; in terms of transition, in metalinguistic activities, a didactic-oriented style. The mediation demonstrated processes of reworking and re-emphasizing PLA activities in terms of relevance, configured in a didactic-pedagogical style.