Os diários dialogados como instrumento de ensino para a construção de um ambiente de aprendizagem culturalmente sensível

Abstract

The present work is an analysis of the intervention project characterized as an action research (THIOLLENT, 2011) of semi-ethnographic nature, whose goal is to investigate the viability of implementing the dialogue journal as a teaching instrument promoting a culturally sensitive pedagogy (ERICKSON, 1987) in a Portuguese Language class of the ninth grade of K-12 education in a state public school located in the periphery of the city of Juiz de For a/MG. We have sought to comprehend how the different patterns of interaction in the Portuguese Language classes, by means of the hybrid genre dialogue journal (STATON, 1983; 1991), are capable of reducing the asymmetry in the teacher-student interaction roles, so that we may contribute to legitimizing the linguistic representations that the students establish to themselves and to each other from the spontaneous narration of their own lives, resulting in the construction of an environment culturally sensitive to the teaching-learning process. We have adopted a methodology of analysis that sought to connect the concepts of frame, footing and alignment from the Interactional Sociolinguistics (IS) and Ethnomethodological Conversation Analysis (ECA) (GARCEZ; RIBEIRO, 2002; GUMPERZ, 2002; SSJ, 1974; 2003) to the creation of nuclei of meanings (AGUIAR; OZELLA, 2006), from Psychology, once the meanings appropriated by the subjects refer to their subjectivity. The ECA provided instrumental support to the analysis of interactions between peers and the nuclei of meanings made it possible to investigate the pieces of information that were more subjective and underlying the interactions. The data point that the interaction by means of the journal, even being conducted through writing, contributes to reducing the asymmetry of roles between teacher-student and, consequently, in the environment in question, promoted a greater engagement of the subjects interacting in class, besides providing an environment culturally sensitive to learning in order to explore the construction of literary literacy (COSSON; PAULINO, 2009) and student protagonism. Therefore, the intervention project highlighted that the dialogue journals are configured as a potential teaching instrument in Portuguese Language classes, both in their socio-interactional aspect, and in their potential regarding the development of linguistic practices in the writing mode, the latter intended to be further explored in future work.