A concepção de linguagem do professor de ensino médio na sala de aula

Abstract

This paper aims to understand the concepts of language that subordinate the pedagogical do two Portuguese-speaking teachers in high school and the implications for the construction of linguistic knowledge. Situate the three main concepts of language, the first is based as an expression of thought advocated by early studies of normative grammar the second relies on the perspective tool for communication and the third design based on dialogic theory of Bakhtin / Voloshinov (1981) to see language as interaction. The methodology consists of classroom observations and semi-structured interviews with teachers and students. The study points out that the language designed by teachers participating in the research refers to two views. The teacher understands the language expressed primarily from a set of rules or language as a system. Thus, in their teaching, the language acquires an abstract role, representing a set of elements to be decoded, prioritizing systemic and normative study of language. But Professor B conceives of language as a phenomenon of interaction and meaning construction. It rests on the conception of language that works the dialogic nature of language that goes from the interaction, to working with genres. We found that teachers are aware of the different roles and different theoretical positions that make up the language to reflect on their practice and implement an overhaul of the dialogic approach to content. This view of language may corroborate to a change in the teaching and learning process of the language, in order that it can be treated as the result of a process of joint construction, and not as a finished product and finished.