Entre verdades e pós verdades: uma análise de representações construídas no gênero reportagem acerca do professor e do aluno da escola pública

Abstract

The present research was conducted within the Professional Master's Program in Languages (Profletras) at the Federal University of Juiz de Fora, in Minas Gerais, and more specifically, it is linked to the research line Language Studies and Social Practices. Its central objective was to identify similarities and differences between two sets of interconnected and parallel actions: (i) the researcher-teacher who analyzes their own image in the discourses that underpin their professional practice, and (ii) the teacher-researcher who conceives and develops, together with their students, a teaching project focused on analyzing the image propagated/constructed by the mainstream media about (and for) students and teachers in public schools. To achieve this, we drew on the concepts of language, linguistics, and discourse from Soares (1998 and 2003), Bronckart (1999 and 2000), Travaglia (2009 and 2011), and Geraldi (1984 and 2005); the concepts of text and dialogism from Bakhtin (2002 and 2004); the concepts of discourse genres and the importance of integrating journalistic genres in the classroom (Dolz and SCHNEUWLY, 2004), Zanchetta (2004 and 2017), and Melo (2021); as well as the discussion proposed by Marcuschi (2008) around discursive domains. Furthermore, we aimed to observe throughout our teaching project the impacts on the formation of subjectivities of those involved in this process, since the teaching of language and literature in the school environment also involves an exercise in understanding the multidimensionality and complexity of this task, which constitutes a dialectical tension between its conditioning elements, whether inherent to the school community or external to this space. For this purpose, we propose a brief dialogue with authors from the field of Philosophy, specifically Wittgenstein (2008) and Safatle (2017), in constructing strategies to define what "truth" would be, as well as the contributions offered by this area of knowledge to discourse and argumentation studies. We draw on Antonio Gramsci's concept of organic intellectual (1995, 1999, 2001), in dialogue with other theoretical contributions such as Bourdieu (1974, 2010), Sampaio & Santos (2020), and Marx (2005, 2007), in order to incorporate elements that may contribute to the intertwined process of self-awareness and also awareness of the society in which the professional teacher is inserted. Methodologically, this research fits within the context of a qualitative approach, of applied nature, linked to the field of Applied Linguistics, considering the prioritization of the language dimension as a social practice inseparable from the subjects who employ it locally in concrete interaction contexts. As an interventionist research within the teaching realm, we propose the collaborative development of a didactic prototype for working with the genre of news reporting, aiming at the development of Portuguese language teaching practices mobilized by multiliteracies, in the context of a public school in the city of Juiz de Fora. Therefore, the data obtained from the analysis of the logbook produced point to a complex relationship between the roles underlying this research (teacherresearcher vs. researcher-teacher), highlighting subtle differences that interact with teacher training (as well as the centrality of the teacher's role in teacher training) as the backdrop for our entire discussion.