A transposição didática e as orientações para o ensino de gêneros discursivos: uma investigação à luz da teoria enunciativo-discursiva Bakhtiniana.

Abstract

In the great current of human discourse, there are many links that trigger valued reactionsresponses from subjects, amidst the spheres of social communication, which circumscribe our acts of language use. Thus, in this research, we problematize the following question: What relations of intersection and distance are observed, in the light of Bakhtin's enunciativediscursive theory, in the chain of didactic transposition, regarding the guidelines for teaching discursive genres, in official documents and textbooks of Elementary School (Final Years) adopted by the public network of a city in the Agreste region of Pernambuco? With this, we outline the general objective of investigating the relations of intersection and distancing with Bakhtin's enunciative-discursive theory, through the bias of didactic transposition, from the perspective of teaching guidelines for discursive genres, in official documents and textbooks of Elementary School (Final Years) of the Department of Education of a municipality in the Agreste region of Pernambuco. Specifically, we seek to: a) Understand the process of didactic transposition and its specificities, as well as Bakhtin's enunciative-discursive vision regarding the teaching of discursive genres, with a focus on Dialogic Discourse Analysis; b) Identify the conceptions and didactic guidelines of the official documents of the Portuguese Language of the Secretary of Education of a municipality of Pernambuco, related to the teaching of discursive genres of the journalistic-media fields and of acting in public life, in Elementary School (6th to 9th grade); c) Describe and analyze the intersecting and distancing relationships regarding the Bakhtinian enunciative-discursive assumptions about the teaching of these discourse genres, through the chain of didactic transposition in the Bimonthly Plans and textbooks used in this public teaching network. On the theoretical side, we emphasize the didactic transposition, in the light of Chevallard (2013, 2009) and Perrenoud (2002, 2001, 1998, 1997), establishing a link with the guidelines for teaching discursive genres. We also base the enunciative-discursive assumptions of Bakhtin (2016, 2011, 2005), Bakhtin/Volóchinov (2018, 1976), Volóchinov (2019, 2013, 1981), interconnected to the various existing understandings in the study of language and genres. Methodologically, the research is characterized by being exploratory (Gil, 2008), descriptive in nature (Triviños, 2011), documentary in nature (Severino, 2013; Cellard, 2008), with a qualitative-interpretative approach (Denzin; Lincoln, 2006; Freitas, 2003). In obtaining data from the Bimonthly Plans and a collection of Portuguese textbooks (Ormundo; Siniscalchi, 2018) adopted by the Department of Education of a municipality in Pernambuco, we converged the results subsidized by elements of the formal curriculum (Brasil, 2018; Pernambuco, 2019) and Dialogical Discourse Analysis, in two groups of data: 1) Description of didactic guidelines for teaching discursive genres; 2) Teaching of discursive genres in the chain of didactic transposition: intersections and distances with Bakhtin's enunciative-discursive theory. In turn, the results point to an inclination towards normativity regarding the teaching of genres, with statements that signal the revoking of guidelines in official documents, under the requirements of programmability and desyncretization. In turn, there are more gaps than intersections regarding Bakhtin's enunciative-discursive constructs for such teaching, specifically, in the local, situated curriculum and in LDPs. Therefore, it is necessary to revisit didactic guidelines beyond the stabilized, institutionalized characteristics of certain genres in the journalistic-media fields and in public life, in this reality of a municipality in Pernambuco, amidst the recurring structural requirements of the didactic system and the marginalization of dialogical issues, prescriptive of this teaching.