A língua inglesa no ensino fundamentl I público: diálogos com Bakhtin por uma formação plurilíngue

This article aims at discussing the contributions of the Bakhtinian Circle theories to foreign language teaching and learning (HALL et al., 2005), as far as the first years of formal education in Brazil are concerned. Up to the present moment, foreign languages, including English, are not officially part of the National Curriculum of the first five schooling years. Due to the importance of English in a globalized world and despite all the controversial socio-educational impacts of such an influence, there has been an increase in the interest in this discipline at the beginning years of Brazilian public education (ROCHA, 2006), which has been happening at an irregular pace and without official parameters. Therefore, the relevance of this work lies on the possible guidelines it may offer to support a more effective, situated and meaningful teaching-learning process in that context. Standing for a pluralistic approach to language education, we take the bakhtinian speech genres as organizers of the educational process. We strongly believe that through a dialogic, pluralistic and trans/intercultural teaching (MAHER, 2007), whose main objective is the development of multi (COPE e KALANTZIS, 2000) and critical (COMBER, 2006) literacies, the hybridization of genres and cultures, as well as the creation of third spaces (KOSTOGRIZ, 2005; KUMARAVADIVELU, 2008) can happen. From this perspective, foreign language teaching and learning play a transformative role in society and English is seen as a boundary object (STAR e GRIESEMER, 1989), in and by which diversity, pluralism and polyphony can naturally find their way.

Engaging with theories of dialogue and voice: Using Bakhtin as a framework to understand teaching and learning Indigenous Australian women's performance

In this paper I explore the Indigenous Australian women's performance classroom (hereafter ANTH2120) as a dialectic and discursive space where the location of possibility is opened for female Indigenous performers to enter into a dialogue from and between both non-Indigenous and Indigenous voices. The work of Bakhtin on dialogue serves as a useful standpoint for understanding the multiple speaking positions and texts in the ANTH2120 context. Bakhtin emphasizes performance, history, actuality and the openness of dialogue to provide an important framework for analysing multiple speaking positions and ways of making meaning through dialogue between shifting and differing subjectivities. I begin by briefly critiquing Bakhtin's "dialogic imagination" and consider the application and usefulness of concepts such as dialogism, heteroglossia and the utterance to understanding the ANTH2120 classroom as a polyphonic and discursive space. I then turn to an analysis of dialogue in the ANTH2120 classroom and primarily situate my gaze on an examination of the interactions that took place between the voices of myself as family/teacher/student and senior Yanyuwa women from the r e m o t e N o r t h e r n T e r r i t o r y A b o r i g i n a l c o m m u n i t y o f B o r r o l o o l a as family/performers/teachers. The 2000 and 2001 Yanyuwa women's performance workshops will be used as examples of the way power is constantly shifting in this dialogue to allow particular voices to speak with authority, and for others to remain silent as roles and relationships between myself and the Yanyuwa women change. Conclusions will be drawn regarding how my subject positions and white race privilege affect who speaks, who listens and on whose terms, and further, the efficacy of this pedagogical platform for opening up the location of possibility for Indigenous Australian women to play a powerful part in the construction of knowledges about women's performance traditions.

Professoras de educação infantil e mudança: reflexões a partir de Bakhtin

Este texto - escrito a partir de entrevistas coletivas realizadas na pesquisa Formação de profissionais da educação infantil no Estado do Rio de Janeiro: concepções, políticas e modos de implementação - tem seu foco no tema e referencial teórico-metodológico da mudança. Esse referencial baseia-se na concepção de linguagem de Bakhtin, preciosa para a compreensão da originalidade com que o tema da mudança foi abordado pelos participantes: a metáfora de sacudir. Conceitos de ambivalência dialética e dialogismo revelaram-se ferramentas teóricas fundamentais para a pesquisa. A idéia de que é preciso mudar, acompanhada pelo desejo de mudar, emergiu em quase todas as entrevistas. Mas foi em entrevista feita com nove professoras que a mudança foi mencionada como se constituísse a ação educativa: uma das professoras entrevistadas relatou que não concordava com a prática vivida e resolveu "dar um sacode no pedagógico".

Roman et théorie, Boulgakov et Bakhtine : éclairages réciproques : Le Maître et Marguerite, le carnaval, la ménipée = Roman i teorii︠a︡, Bulgakov i Bakhtin : vzaimnoe osveshchenie : Master i Margarita, karnaval, menippei︠a︡

Cette thèse met en lumière les relations réciproques entre les deux artefacts‐clés de la culture russe et mondiale du XXe siècle : la théorie du carnaval et de la ménippée de Mikhaïl Bakhtine et le dernier roman de Mikhaïl Boulgakov. Les chercheurs n'ont pas tardé à remarquer leur étonnante synthonie après leur sortie de l'oubli qui a eu lieu presque en même temps et qui a été marquée par la publication des ouvrages de Bakhtine Problèmes de la poétique de Dostoïevski (1963), L'oeuvre de François Rabelais et la culture populaire au Moyen Âge et sous la Renaissance (1965) et par la parution du roman de Boulgakov Le Maître et Marguerite (1966-1967). C'est déjà dans la postface de la première édition du roman que Le Maître et Marguerite reçoit le nom de «ménippée de Bakhtine». Un tel rapprochement entre la théorie de Bakhtine et le roman de Boulgakov s'explique par leur intérêt simultané pour différentes manifestations de la poétique du carnaval qui s'appuie sur des traditions portant l'empreinte des conceptions du temps cyclique et de l'éternel retour par le biais de la mort, propres aux rituels agraires de l'époque archaïque et aux fêtes du Nouvel An de l'Antiquité. A partir du début du XXe siècle et jusqu'aux années 40, la notion de carnavalesque en Russie est un ensemble d'idées unique, un concept doté d'un caractère d'universalité culturelle de son temps: le carnavalesque attire l'attention non seulement de Bakhtine et de Boulgakov, mais aussi de presque tous les modernistes russes et de certains philologues de l'époque. Dans notre travail, l'étude de la ressemblance des approches du problème du carnaval chez Boulgakov et chez Bakhtine s'organise selon deux axes de recherche. Le premier est lié à la théorie des genres moderne et à son développement dans la philosophie de Bakhtine. C'est dans ce contexte que nous examinons la notion antique de la satire ménippée (ou de la ménippée), considérée par Bakhtine en tant que genre littéraire qui reflète le mieux la poétique du carnaval. C'est également ce contexte qui nous permet d'analyser l'évolution de la théorie du carnaval et de la ménippée chez Bakhtine depuis ses travaux des années 30 jusqu'à la parution du « quatrième chapitre célèbre » de la deuxième édition de son ouvrage consacré à Dostoïevski. Le même contexte sert à délimiter l'emploi de la théorie du carnaval et de la ménippée dans la critique littéraire et à déterminer l'efficacité de cet outil théorique que nous utilisons lors de l'analyse du roman Le Maître et Marguerite. Le second axe de notre recherche est lié à l'étude des traditions du carnaval, à l'examen de leurs sources mythologiques et de leurs sources relatives aux mystères. Ces sources sont considérées telles qu'elles se présentent dans les manières de concevoir le carnaval propres à Bakhtine et à Boulgakov que nous avons nommées, respectivement, le carnaval de Bakhtine et le carnaval de Boulgakov. La reconstruction du carnaval de Bakhtine a permis de mettre en évidence plusieurs approches du thème du carnaval présentes dans ses ouvrages. La distinction de ces approches est d'autant plus importante que son oubli peut causer de fausses interprétations des idées de Bakhtine exprimées dans L'oeuvre de François Rabelais et mener à des critiques injustes de son auteur. Nous avons également tenu compte des théories avec lesquelles dialogue la philosophie du carnaval de Bakhtine : nous l'avons examinée en relation avec des études de la fête, du carnaval et du sacrifice caractéristiques du paysage scientifique des premières décennies du XXe siècle. Nous avons également comparée la philosophie du carnaval aux théories des philosophes européens contemporains de Bakhtine qui se sont intéressés à la même problématique, mais qu'on n'a pas l'habitude de mentionner à ce propos. En ce qui concerne l'étude du roman Le Maître et Marguerite et l'analyse du carnaval de Boulgakov, nous avons tâché d'unir deux approches. D'une part, nous avons mis au jour les sources de l'auteur ; d'autre part, nous avons examiné cette oeuvre dans une perspective dont le but est d'aider à comprendre la spécificité du carnavalesque chez Boulgakov en s'appuyant sur des travaux d'éminents spécialistes du folklore, de la mytho-archéologie, de la mytho-critique et de la sémiotique moderne. Notre recherche a permis de mettre en évidence les manifestations caractéristiques de la poétique du carnaval dans Le Maître et Marguerite, auparavant négligées par la critique. En outre, nous avons prêté une attention particulière à la façon dont Boulgakov utilise des éléments et modèles mythologiques « pré-carnavalesques » qui n'ont pas été étudiés de manière suffisante dans l'oeuvre de Bakhtine. Cela nous a permis non seulement de voir sous un autre jour les scènes-clés du roman, mais aussi d'avoir la connaissance plus approfondie du carnaval de Bakhtine à travers le carnaval de Boulgakov.

Música e discurso: das reflexões do círculo de Bakhtin aos contos de Machado de Assis

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O percurso das ideias do círculo de Bakhtin na análise do discurso francesa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Jogo de papéis e linguagem: diálogos possíveis entre Vigotski e Bakhtin

In this paper we present ongoing research in which we approach the regulatory role of language in role play in children aged six and seven. In research, we seek an understanding of the relationship between language, ownership and complexity of the children's game. The hypothesis guiding the research is that the dialogical relations between children and adults and among children, while playing, contribute to children's learning game. Procedures are being used interpretive ethnographic research that focuses on the human meaning of social relations, waged by the subjects in a particular historical context and its elucidation and exposition by one researcher. This approach allows closer studies of Vygotsky and Bakhtin scholars of language that emphasize the regulatory role of language in human relationships and value the dialogic exchange between researcher and researched; active subjects of the research process. The data were produced by means of observation and interview, in a field diary records, photographs and audio recordings. They are being screened in thematic groups and analyzed using interpretative narration. The participants were two teachers and two classes of the first year of an Elementary school (EMEF) School of Municipal Elementary School Crane, State of Sao Paulo, totaling 45 subjects. Bearing in mind the above assumptions, are presented and analyzed data that allow to anticipate some results.

A leitura na perspectiva de Bakhtin e suas possibilidades na formação do leitor: na educação infantil e no primeiro ano do ensino fundamental

Overall, in Brazilian schools, the concept of reading does not take into account its possibilities and its meaning for life. But read is assigning meaning to something , make sense, interact with the text read. Thus, the present study addresses the mechanical reading, that without contextualization, performed on a technique by joining letters and syllables loose and also reading social use, consisting of statements, dialogism , polyphony and heteroglossy. It is known that the mechanical reading brings undesirable consequences, including learning problems, such as lack of attention, concentration, memory, imagination. When the reading is taught in a systematic way, with only the goal of the code decoding of written language, destroys social perspectives and intellectual development. It is common, when you offer the children a book, there the difficult disinterest of textual interpretation, because there is no attribute meaning to the content, and even the ability to interact with the text. With the interest in studying the dialogic reading this and the statements and genres, the present study was based on several authors: Bakhtin (1988, 2000), Schneuwly and Dolz (2000), Faraco (2009) and Ponzio (2009) Jolibert (1994), Bajard (2002; 2007) Foucambert (1997) Martins ( 1985) and Smith ( 1999). Aim for this study the following research question: what are the contributions of Mikhail Bakhtin's theory to the teaching of reading from kindergarten through the first grade of elementary school? Our hypothesis is that if they are guaranteed to pre -school and elementary school beginners diversified materials and new approaches in teaching reading and encouragement to her, will be developed in children a taste for the act of reading, so that they can assign meaning and significance, making reading part of their lives...

Círculo de Bakhtin: uma análise dialógica de discurso

This article proposes a reflection on a place for epistemological studies about the Bakhtin Circle, as well as it also reflects on the perspectives of Brazilian approaches to that. It also sheds light to the issues concerning the production, the circulation and the reception of works of the Russian Circle in order to understand why, in Brazil, we can speak of Dialogic Discourse Analysis (DDA), affiliating the so-called dialogical philosophy of language to an analytical theory, grounded in the relation between linguistics and cross-linguistics. In order to do that, this paper focuses on the notions of dialogue, ideological sign, subject and exotopia. The hypothesis put forward is that, unlike other Analyzes of Discourses, the theoretical-analytical method of the Circle is dialogical. This is the peculiarity of its proposal.