Abstract
Aiming to contribute to language teaching in a Bakhtinian perspective of language, we propose in this article to show the dialogic relationships in utterances of online news genre, as well as the principle of alterity and responsivity that characterize the theoretical assumptions of the Circle of Bakhtin. The analysis of the pieces of news released in 2012 and 2013 concerning the political crisis caused by the threats made by North Korea against South Korea, the United States and Japan, establish a dialogue among the utterances, the cited discourses and the evaluative positions inherent to them. Furthermore, it allows us to observe that the concepts of Bakhtin's dialogic theory apply to both genesis and reception of texts, demonstrating its validity in relation to the active role played by the author and the reader. We concluded that a questioning approach as a driving force for a language teaching guided by the dialogue between the author, the text, the students and the teacher is a viable proposal to the dialogization of meaning in the classroom.
Highlights
Aiming to contribute to language teaching in a Bakhtinian perspective of language, we propose in this article to show the dialogic relationships in utterances of online news genre, as well as the principle of alterity and responsivity that characterize the theoretical assumptions of the Circle of Bakhtin
Concluímos que a teoria bakhtiniana, aliada a uma abordagem de questionamento, pode permitir aos professores de línguas ultrapassar as simples questões de compreensão de texto, explorar as convicções dos alunos, promover o diálogo entre os pares, entre os textos e entre os enunciados, contribuindo para um ensino mais significativo
Summary
Visando contribuir para o ensino de línguas numa perspectiva bakhtiniana de linguagem, propomos, neste artigo, evidenciar as relações dialógicas nos enunciados do gênero notícia on-line, assim como os princípios de alteridade e responsividade que caracterizam as formulações teóricas do Círculo de Bakhtin. A análise de notícias veiculadas em 2012 e 2013 acerca da crise política causada pelas ameaças feitas pela Coreia do Norte à Coreia do Sul, aos Estados Unidos e ao Japão mostra que elas estabelecem um diálogo entre os enunciados, os discursos citados e os posicionamentos avaliativos a eles inerentes. Concluímos que uma abordagem de questionamento como mola propulsora de um ensino de línguas pautado no diálogo entre o texto, o autor, os alunos e o professor seja uma proposta viável para a dialogização do significado em sala de aula.
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