Dialogismo e valoração nas aulas de Língua inglesa: um certo olhar para o livro didático de inglês/Dialogism and valuation in english language classes: A certain look at the english textbook

Resumo

Fundamentado em teorias propostas pelo Círculo de Bakhtin (Bakhtin, 2003[1979]; Volóchinov, 2018[1929] e 2019[1926]), este trabalho propõe-se a discutir os aspectos dialógicos e valorativos mobilizados no livro didático English and more! (Weigel; Reschke, 2020), utilizado em aulas de Língua inglesa no ensino médio técnico integrado do Instituto Federal do Pará (IFPA/Campus Abaetetuba). Portanto, objetiva-se elucidar como tais aspectos são desenvolvidos no supracitado livro didático e como incidem sobre a compreensão dos discentes. Para tanto, adotou-se como procedimentos metodológicos a análise qualitativa de enunciados que compõem as atividades de leitura propostas no 1º capítulo da unidade inaugural do material didático selecionado. Quanto aos resultados, este estudo revela a pertinência do olhar investigativo à adoção ao livro didático de língua estrangeira, tendo em vista o favorecimento dos aspectos dialógicos, valorativos e reflexivos, indispensáveis para a formação de discentes críticos, autônomos e motivados.

Based on theories proposed by the Bakhtin Circle (Bakhtin, 2003[1979]; Volosinov, 2018[1929] and 2019[1926]), they explored the relationship between language and society, emphasizing language how a social aspect and that meaning is always constructed in interactional contexts. One of the central concepts is dialogism, every form of communication is a dialogue, even if it is not immediately apparent. In the context of dialogism, valorization is seen as an element that emerges from social interactions and is influenced by historical and cultural factors. Thus, the way in which a word is valued can change depending on the context and the voices in the dialogue. This perspective highlights the idea that language is not neutral; it is imbued with ideologies and power relations. Thus, this work proposes to discuss the dialogic and evaluative aspects mobilized in the textbook English and more! (Weigel; Reschke, 2020), used in English language classes in the integrated technical high school of the Federal Institute of Pará (IFPA/Campus Abaetetuba). Therefore, objectively elucidate how such aspects are developed in the aforementioned textbook and how they impact students' understanding. To this end, we adopted as methodological procedures the qualitative analysis of statements that make up the reading activities proposed in the 1st chapter of the inaugural unit of the selected course material. As for the results, this study reveals the relevance of the investigative look at the adoption of the foreign language textbook, in view of favoring the dialogic, evaluative and reflective aspects, indispensable for the formation of critical, independent and motivated students.