A Rainha Comilona: dialogismo e memória na escritura escolar

Eduardo Calil

doi:10.1590/s2176-45732012000100003

Abstract

Este artigo tem por objetivo discutir a relação entre dialogismo e memória, considerando como objeto de investigação o processo de escritura em ato. Caracterizado enquanto um estudo de caráter etnolinguístico, propomos uma articulação entre as noções de "memória semântica" e "memória do objeto". A articulação proposta tem como referência teórica a Genética de Textos e a Linguística da Enunciação, defendendo a hipótese de que a condição dialógica e intersubjetiva do escrevente perfaz o conteúdo ativado durante a geração e formulação de uma ideia. Para tal, analisamos os minutos iniciais de um processo de escritura de uma história inventada, efetivado (e filmado) em contexto escolar, do qual participam duas alunas recém-alfabetizadas (6 anos). O resgate desta dinâmica revelou não apenas o modo como o título foi gerado e a importância do contexto letrado, mas principalmente, o papel do acaso e do imprevisível para a compreensão de seu funcionamento.

Highlights

Bakhtin’s presence in Brazilian education is indisputable
Keeping in mind that these terms are part of the same theoretical spectrum and are interrelated, we will focus our study on dialogism and memory, with text produced in the classroom as our object of investigation
It is unlikely that this statement would have been formulated and recognized as the title of a story if one of these universes had not been part of the object memory shared by these students, even though the teacher asked that a “fictitious story” be created or deliberately left the comic book within reach

Summary

Introduction

Bakhtin’s presence in Brazilian education is indisputable. Official curriculum documents and a significant number of academic works subscribe to his sociohistorically based proposal, considering language as verbal interaction, and reading and writing foremost as favored fields of investigation. We will propose an interpretation of these ideas, approximating them to discursive and cognitive contributions This approximation is justified by the fact that, upon reflecting about memory, one must consider two essential conditions of the relationship between culture and the speaking subject: a) Memory of culture as a structuring condition of verbal interaction, in that a statement is made up of its relation (dialogic and intersubjective) with other statements, through its transmission, repetition and circulation, resulting in what the Bakhtin-inspired literature refers to as “object memory” (AMORIM, 2009); b) Memory of the individual as the foundational component of his cognitive activity, without which he would be unable to remain and recognize himself in the culture. We will show how long-term memory and semantic memory intermingle in dialogism during the writing process

The individual’s memory and writing

I refer to the 1990s

General conditions of the writing process

Dialogism and memory in reading and in the title

Conclusions