Abstract
RESUMO Este artigo visa promover um diálogo entre os sentidos de “protagonismo” nos campos teatral e educacional, a partir dos estudos de Bakhtin e o Círculo. Para tanto, analisa enunciados presentes em uma pesquisa documental, considerando as ocorrências da palavra “protagonismo” entre os sentidos emergentes, a fim de estabelecer possíveis pontos de contato com a categoria bakhtiniana de autoria. Para a investigação, partimos do texto da Base Nacional Comum Curricular do Ensino Médio (2017) e do Projeto Político-Pedagógico de uma universidade federal em diálogo com os sentidos de protagonismo no teatro, em perspectiva educacional. Ao resgatar as cadeias discursivas de cada esfera em particular, a análise permitiu compreender que essa apropriação pela BNCC-EM assume uma nova dimensão discursiva, descaracterizando seus enunciadores e interlocutores originais e não oferecendo subsídios para a construção do protagonismo/autoria. Além disso, evoca um sujeito estudante passivo, refém das determinações do documento que impacta as ações da escola.
Highlights
This paper aims to promote a dialogue between the senses conveyed by the word “protagonism” in the theatrical and educational fields based on the studies of Bakhtin and the Circle
Therewith, we focus on the academic context, the Political-Pedagogical Project (PPP) of the Coastal Campus of Federal University of Paraná and the High School National Common Curricular Base (BNCC-EM), which is
For a historically, culturally- and socially-anchored view of language, dialogism is an essential concept to define language practices connected to specific and concrete activities of effective communication produced by and among subjects and discourses involved therein. Adopting this concept of dialogism, from the Bakhtinian perspective, as a constitutive aspect of the processes that involve language, as our theoreticalmethodological basis, we are interested in understanding the dialogical relations that are established, in the movement from discourses of theater to education-theater, in the proposal of the National Common Curricular Base (BNCC) and in a university’s Political-Pedagogical Project (PPP), observing the concepts of protagonism/authorship that traverse them, such as they are presented in the subsequent sections of this text
Summary
This paper aims to promote a dialogue between the senses conveyed by the word “protagonism” in the theatrical and educational fields based on the studies of Bakhtin and the Circle. Adopting this concept of dialogism, from the Bakhtinian perspective, as a constitutive aspect of the processes that involve language, as our theoreticalmethodological basis, we are interested in understanding the dialogical relations that are established, in the movement from discourses of theater to education-theater, in the proposal of the National Common Curricular Base (BNCC) and in a university’s Political-Pedagogical Project (PPP), observing the concepts of protagonism/authorship that traverse them, such as they are presented in the subsequent sections of this text.
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