Dialogic Discourse Research Articles

CONTRIBUIÇÃO DE SIGNOS ARTÍSTICOS À SUSTENÇÃO DA ESTRATÉGIA DISCURSIVA DIALÓGICA DE AUTORIDADE EM SALA DE AULA

O presente estudo parte de uma proposta de abordagem discursiva identificada como dialógico-de autoridade e originalmente elaborada para levantar distintos entendimentos dos estudantes como também estabelecer um processo de negociação consensual entre estudantes e professor, de modo a confluir o pensamento dos estudantes com o conhecimento científico. Dentro dessa proposta de discurso, porém, a literatura tem ressaltado a dificuldade de o educador manter o discurso de tipo dialógico, desequilibrando assim a dinâmica discursiva almejada, ao pender, de forma predominante e por força do hábito, para o discurso de tipo autoridade. Dada essa problemática, o presente estudo propõe uma vinculação da potencialidade dos signos artísticos, em permitir possibilidades de interpretação pela função estética que carregam, num processo educacional sustentado no discurso dialógico-de autoridade em sala de aula por meio da denotação e conotação, envolvendo o tema “conservação ambiental”. Partindo-se do objetivo de investigar o desempenho do emprego desses signos nesse sentido, ao estabelecer uma alternância dos gêneros discursivos mencionados, os resultados alcançados indicam tensões discursivas com interações cognitivamente proveitosas nos estudantes pela participação ativa dos mesmos na construção conjunta do conhecimento referido.

gênero questão interpretativa como ferramenta de ensino de leitura

A aprendizagem da interpretação é negligenciada na esfera educacional, contrariando proposições teóricas da concepção interativa da linguagem. Os gêneros discursivos típicos do ambiente escolar – como as questões – não são, de modo geral, ensinados formalmente. Nossa proposta neste artigo é apresentar o gênero discursivo Questão Interpretativa enquanto ferramenta de aprendizagem da interpretação, levando em conta sua produção colaborativa entre interlocutores para a realização do texto-questão e do texto-resposta. Para tanto, apoiamo-nos nos pressupostos teóricos da Linguística Aplicada, respeitando a orientação teórica proposta pelo Círculo de Bakhtin de concepção de linguagem enquanto interação, bem como sua concepção sobre os gêneros do discurso e as orientações teórico-metodológicas da Análise Dialógica do Discurso, suportados ainda pelos pesquisadores respondedores a questões dessa natureza, como Menegassi, Sobral, Fiorin, Travaglia, Rojo etc. Nosso corpus constitui-se de um texto-questão e textos-respostas produzidos por professores em formação inicial do primeiro ano de Letras da Universidade Estadual de Maringá. Os resultados da investigação indicam que a interpretação configura a interação entre o sujeito que a produz e seu(s) interlocutor(es), os textos retomados no gesto interpretativo. Assim, a interação social ocorre através da interpretação, ratificando a Questão Interpretativa como ferramenta de aprendizagem dessa etapa da leitura.

Does It Say That? Tensions in Teacher Questions When the Text Has the Final Say

ABSTRACTUsing sociocultural concepts of authoritative and dialogic discourse, I sought to examine 5th-grade teachers’ questioning practices during small-group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was also to examine how questions functioned for students with learning disabilities. I used qualitative observations, video and audio transcripts, and teacher interviews as ethnographic and discourse analytic methods. Findings revealed how some questions that are designed to transfer responsibility of thought to the students can also work to maintain the location of knowledge within the teacher. Groups reading below-grade-level texts were 3 times more likely than on-grade-level groups to be asked questions that held them accountable to the text while also asserting correct meaning. The text was overprivileged as a source of knowledge for all groups; however, I discuss implications for students with learning disabilities.

Discourse Analysis of Tennessee Williams’ The Glass Menagerie

The Glass Menagerie is one of the Tennessee Williams’ most famous plays which won the New York Drama Critics' Circle award. It elevated him to be one of the greatest playwrights of his generation. As a playwright, he is skilful to make the readers conscious of the unconscious habits and attitudes in everyday life. In The Glass Menagerie , Tennessee Williams (1911-1983) portrayed family relationships and struggles against hopelessness that threatens their lives. The present study made a discourse analysis of Tennessee Williams' The Glass Menagerie . This discourse analysis of the dialogic language was based on dialogic principles outlined by Weigand (2009). The researchers applied these principles to uncover conventional and unconventional elements embedded in the structures of the language. The study also analyzed the discourse contexts and their impact on the meaning of the given different situations that the main characters, i.e., Amanda, Laura, Tom Wingfield, encounter during the ongoing actions of the play. This research, furthermore, presented insights on how Tennessee Williams achieved the intended dramatic effect in the discourse of the characters. The introductory part of the research paper presented the features of a dramatic discourse in relation to language of The Glass Menagerie . A review of literature related to the play gives a summary of the literary and linguistic research carried out by different researchers to understand the play from various aspects. A detailed linguistic analysis unravels the functional aspects of dialogic discourse that are embedded in the lines of the text. The findings unfold the logics concealed in the dialogues and kind of structures used for dramatic effect. Keywords: discourse, dialogic, dramatic, analysis, principles, characters

A bisbilhotice na pintura

RESUMO Este artigo defende que os princípios dialógicos do discurso são aplicáveis tanto a linguagens verbais como a linguagens icônicas, já que compartilham certas funções, como a importantíssima função metalinguística. O artigo estuda detalhadamente, por uma perspectiva bakhtiniana, uma série de seis pinturas criadas pelo artista holandês do Século XVII Nicolaes Maes (1634-1693). Cada pintura representa poses e gestos diferentes de um bisbilhoteiro, de tal maneira que o analista-observador bakhtiniano é obrigado a ver como a pintura desse tipo curioso combina de maneiras surpreendentes linguagens verbais e visuais. As telas de bisbilhoteiros de Maes concernem à curiosidade, reunindo personagens que poderiam ter preferido permanecer independentes umas das outras. As telas apresentam códigos gestuais, corporais, linguísticos e cromáticos, fazendo o material visual funcionar criativamente e permitindo que cada linguagem se beneficie das vantagens expressivas das outras. Combinam-se aí várias perspectivas para mostrar que as capacidades expressivas de toda linguagem dada são necessariamente mais pobres quando recorrem a um único meio. Uma perspectiva bakhtiniana pode derramar nova luz sobre as pinturas de Nicolaes Maes, ao mesmo tempo em que a análise ilumina novas possibilidades semânticas no pensamento de Bakhtin.

Diversifying dialogic discourses. Introduction to a special issue International Perspectives on Dialogic Theory and Practice

Diversifying dialogic discourses. Introduction to a special issue International Perspectives on Dialogic Theory and Practice

“Do you think I can’t read between the lines?”:Discourse of the unsaid in J. M. Coetzee’sDiary of a Bad Year

This article examines J. M. Coetzee’s use of intuitive and interpretive exchanges within and across the tripartite structure of Diary of a Bad Year (2007). It argues that Coetzee rejects strict understandings of the novel genre in favour of a more fluid form, enabling him to explore heteroglot exchanges within the two monologues on each page of Diary of a Bad Year and complicate conventional understandings of Bakhtin’s theory of dialogism. Creating multiple layers that begin with unspoken words, pass through an “othered” interpreter, and arrive at the reader via the novel’s narration, meaning is reconfigured and reconsidered in a way that distances it from the author. The essay further argues that Coetzee’s use of dialogic discourse in Diary of a Bad Year privileges the perspective of the Filipina woman whose voice drives much of the novel’s commentary as she wins the interpretive game Coetzee creates.

A significação da pedagogia: discursos de professores formadores e epistemologias em fluxo

Trata-se de um artigo que apresenta reflexões em torno dos resultados de uma pesquisa de campo cujo objetivo consistiu em compreender como professores que atuam como formadores de pedagogos em uma Universidade Pública brasileira atribuem significados epistemológicos à Pedagogia. O processo metodológico se definiu pela realização de entrevistas semi-estruturadas com 10 (dez) professores formadores que ministravam disciplinas de Fundamentação da Educação no curso de Pedagogia e pela análise dialógica do discurso (abordagem bakhtiniana) em interação com aportes analíticos providos pela Teoria das Representações Sociais. Aborda-se que a Pedagogia está inserida no campo de significações acerca do conhecimento pedagógico, do próprio curso e da identidade profissional do pedagogo, bem como representações resultantes do processo de significação que foram identificadas no discurso dos professores formadores os modos de incidência das mesmas na construção das perspectivas de ensino que orientam a sua ação docente.

Metatalk: Enabling metalinguistic discussion about writing

Historically, theoretical consideration of metalinguistic understanding has scarcely addressed the issue in the context of writing, other than in relation to early years writing development where there is a substantial body of work. Consequently, there is very limited understanding of how older writers in the upper primary and secondary phase of schooling develop metalinguistic understanding about writing. Arguably, writing is always an act of selecting, shaping, reflecting and revising (Myhill, 2011) and thus draws crucially on metalinguistic activity. Critical to the development of this metalinguistic understanding is how teachers manage ‘metatalk’, talk about language use in writing, during instructional interactions around writing and how teachers enable developing writers to explore their thinking about how language shapes meaning in written text. This paper, drawing on data from a large national study, will explore the nature and efficacy of teachers’ interactions with students and how they enable high-level metatalk to occur, specifically how they create dialogic spaces for investigating meaning-making in written text. The paper will explore the close relationship between high-quality metatalk and open dialogic discourse roles for the teacher, but it will also highlight the complexity of metatalk for writing and how dialogic-monologic discourses are best viewed as a continuum which take account of other influencing factors.

Dialogic Discourse in the Classroom

The study aimed to explore the impact of an SDM-based professional development program on teacher discourse. Two types of discourse, authoritative and dialogic discourses, was the focus of the search. From a Bakhtinian standpoint, authoritative words are viewed as located in a distanced zone, do not reflect any individual point of view, and are not disputable. Moreover, in these words, one hears only one, single voice. Whereas, internally persuasive (dialogic) words are freely developed, applicable to new material and conditions, and, in these words, one hears at least two voices. A total of seventeen teachers volunteered and participated in a four-week professional development program. The program provided information about and classroom uses of authoritative and dialogic talk. After the program had been fulfilled, the classroom activities were videotaped and then transcribed. The transcriptions were later analyzed deductively. The results indicated that the SDM-based program had a positive and statistically significant impact on teacher dialogic discourse. The analysis revealed that after the program, all the teachers altered their discourse to a more dialogic one. It was specifically observed that a total of eleven teachers’ dialogic-authoritative talk ratio was over 7/3.

Locative Words “QIAN/HOU” Time Expressed Function in Dialogue Discourse and its Deep Cognition - Focused on the Study of “Time Order” Function

Locative Words “QIAN/HOU” Time Expressed Function in Dialogue Discourse and its Deep Cognition - Focused on the Study of “Time Order” Function

Univocal and dialogic discourse in secondary mathematics classrooms: the case of attending to precision

Univocal discourse, characterized by its function of conveying information from one person to another, is common in mathematics classrooms but dialogic teaching aims at students coming to participate in dialogic discourse, that is, discourse functioning to generate new meaning within a community. Many mathematical practices are directed at the development and refinement of new mathematical ideas, and many mathematics educators call for collaborative sense making, so there is potential for mutual support between dialogic discourse and such practices as attending to precision. Drawing on data from five secondary mathematics classrooms, this study focused on instances of attending to precision in whole-class settings. We coded these instances based on the degree to which the discourse was univocal or dialogic. We found that the instances were predominantly univocal but that these univocal instances varied with regard to whose ideas were being transmitted—the teacher’s or a student’s. Dialogic instances were rare but we share examples in which the co-construction of meaning through discourse involved attending to precision in ways that were qualitatively different than the univocal instances. The study provides illustrations of dialogic interactions and discusses the balance between univocal and dialogic discourse that is sought within dialogic teaching. It also contributes to the field an initial analytic framework for and examples of attending to precision in secondary classrooms. We discuss implications with regard to students’ roles in secondary mathematics classroom discourse.

The epistemological significance of possession entering the DSM.

The discourse of the American Psychiatric Association's DSM reflects the inherently dialogic or contradictory nature of its stated mandate to demonstrate both 'nosological completeness' and cultural 'inclusiveness'. Psychiatry employs the dialogic discourse of the DSM in a one-sided, positivistic manner by identifying what it considers universal mental disease entities stripped of their cultural context. In 1992 the editors of the Diagnostic and Statistical Manual of Mental Disorders proposed to introduce possession into their revisions. A survey of the discussions about introducing 'possession' as a dissociative disorder to be listed in the DSM-IV indicates a missed epistemological break. Subsequently the editors of the DSM-5 politically 'recuperated' possession into its official discourse, without acknowledging the anarchic challenges that possession presents to psychiatry as a cultural practice.

Embate dialógico entre leitura e escrita: manifestação de uma ética da ação discursiva a partir do Círculo bakhtiniano

RESUMOEsta investigação, fundamentada em conceitos de Bahktin e Volochinov, discute a relação entre leitura e escrita. A partir dos conceitos de dialogismo, exotopia, autoria, dentre outros, percebeu-se que leitura e escrita constituem uma ação social de dimensão ética. Para o Círculo, leitura e escrita são processos criativos e dialógicos, visto que leitor e autor entram em profundo diálogo em que posições, muitas vezes díspares, se confrontam. Ao ler um texto, o leitor o faz com seu repertório cultural, mediando a leitura por vieses: contexto, gênero, classe social, axiologia, etc., recriando-o a partir dos seus parâmetros. O texto, entretanto, resiste, visto que foi concebido por outrem, cujo horizonte axiológico, temporal e contextual é outro. Qual a possibilidade de convergência e/ou discordância entre autor e leitor? As respostas a essa problematização demonstraram que o processo leitura/escrita é constituído por uma perspectiva ética de base dialógica: a presença do outro ocorre como alteridade, levando à necessidade de se fazer escolhas, intervenções, opções que podem destruir, carnavalizar, exaltar e idealizar esse outro. A centralidade da linguagem na constituição do ser social mostrou a ética discursiva dialógica como categoria fundamental para a compreensão da leitura e da escrita.

The professional path to become a teacher educator: the experience of Chilean teacher educators

The professional career paths and processes of development on becoming a teacher have been studied extensively. Nonetheless, the professional development on becoming a teacher educator has been barely researched. This article reports on a study focused on the professional career path of teacher educators from a situated perspective. The research used in this study employed a mixed-method approach and combined quantitative and qualitative techniques for the purpose of sampling teacher educators from four pre-service Chilean teacher education programs. Data were collected by means of questionnaires and in-depth interviews. The collected data were analyzed using descriptive analyses and the dialogic discourse analysis method. Results revealed that most teacher educators are characterized as being part of a heterogeneous group, with significant classroom experience shared in common. Furthermore, the findings showed that there was a tendency within this group to focus more on their role as teachers rather than researchers. Additionally, studies also revealed that on the whole this group received little support in their early years as teacher educators. The conclusions drawn gave rise to several suggestions, all of which should be taken into consideration when preparing the next generation of teacher educators.

VOZES ARGUMENTATIVAS E POSICIONAMENTO AUTORAL NA PRODUÇÃO ESCRITA ESCOLAR

Neste artigo, abordamos a produção textual escolar, tendo em vista a possível relação entre vozes e posicionamento argumentativo, e analisamos como tais vozes refletem e refratam o posicionamento ideológico do aluno-escritor. Nosso objetivo é discutir o diálogo existente entre vozes discursivas e argumentação na escrita escolar e identificar como o discurso dialógico (re)produz ideologias de uma dada cultura. Para tanto, recorremos à abordagem sociodiscursiva proposta pelo Círculo de Bakhtin, em interface com fundamentos teóricos da perspectiva social de argumentação. Tomando por base uma metodologia qualitativa de pesquisa, dois textos dissertativo-argumentativos, pertencentes a um corpus de 50 redações, foram selecionados e posteriormente analisados, a fim de ilustrarmos como os discursos produzidos trazem ideologias que compõem o posicionamento autoral. Os resultados indicam que as redações são permeadas por inúmeras vozes, que são utilizadas para a construção dos argumentos e do ponto de vista do escritor.

Studying Dialogue in Linguistics: Main Aspects

The problem of dialogue and its communicative units is studied in many branches of Linguistics, including Pragmatics and Speech-act theory. The author cites different definitions of the notion «dialogue» in Linguistics. The problem of the number of participants in dialogue is studied. Dialogue is viewed as a form of active communicative interaction between two or more people, the result of which is the emergence of a specific discourse. One of the participants may be of integrated, polymodal nature, that is be represented by a group. Discourse is defined as text together with extra - pragmatic, cultural and other factors; text taken in respect of events occurring. The article aims at summing up the main modern Linguistics aspects as for features, functions, structure and types of dialogues. Classificational characteristics of dialogical discourses are systematized. The author summarizes different approaches to dialogical discourses classification by Ukrainian and foreign linguists. Division of dialogical discourses on communicative and pragmatic, sociolinguistic, psycholinguistic, thematic, modal and communicative features is suggested. Dialogical discourse characteristics prove its role of a dominant form of verbal communication and one of the most significant forms of language functioning.

Dialogism and Carnival in Virginia Woolf’s To the Lighthouse: A Bakhtinian Reading

Mikhail Bakhtin's dialogism in a novel promises the creation of a domain of interactive context for different voices which results in a polyphonic discourse. Instead of trying to suppress each other, the voices of the novel interact upon the other voices in a way that none of them tries to silent the other ones, and each one has the opportunity to express itself. In Virginia Woolf’s To the Lighthouse , although some voices attempt to be more dominant, all are allowed to be heard and interact with the other ones. In this way Mrs. Ramsay acts like a link that helps to create a dialogic discourse by respecting the voices of all the other participants. Consequently a carnivalesque narrative discourse is established through which the voices that yield to be dominant, which is mainly Mr. Ramsay’s voice, could not be established as a hierarchical position and even it loses its authoritative position as the other characters attend the dialogue in the context of the novel. The present article will take it to track the policies of dialogism and carnival in Woolf’s novel and to search the production of meaning via the emergence and development of these policies. The activity in it of dialogism is the cause of unfinalizability which is the vital feature of dialogism that allows the permanent operation of dialogue upon the course of time and prevents the establishment of hierarchical positions of power. The article will also take to extrapolate the different phases in the creation of this sense of dialogism in the novel and especially highlighting the role of Mrs. Ramsay in the fabrication of such a sense. Keywords : Bakhtin, Woolf, To the Light House , Dialogism, Carnivalesque, Unfinalizability

Teaching Absurd Literature – Ionesco's Transgressive Dramatic Discourse in Dialogue with other Texts

The literary work has continually been subjected to comments. Any literary text can convey regular meta-linguistic and meta-pragmatic elements, and may call on codes and meta-linguistic and meta-pragmatic skills to eliminate misunderstandings or misconceptions. Our work aims to address the manner in which Eugene Ionesco's absurd dramatic texts fall under the sign of metatextuality and how this approach was integrated in a theatre of the absurd course at university level, in order to foster students’ thorough understanding of Ionesco's plays. Through a well structured theory presentation and through concrete analysis of some of Ionesco's plays, students have managed to see how the dialogue with other texts can become meaningful and eventually understand the author's message in detail.

Mrs Dalloway’s Dialogic Discourse and the Function of the Written Fragment

The text of Virginia Woolf’s novel Mrs Dalloway is constructed from multiple character ‘voices’ or discourses in such a way that gives the novel a dialogic form. After discussing Mrs Dalloway’s dialogic model of sane and insane discourse and subjectivity—a model which is transposed into the text through the discourses of Clarissa Dalloway and Septimus Smith—by drawing upon Mikhail Bakhtin’s theory of novelistic discourse, this paper demonstrates how the novel makes use of its dialogic form and structure, positing a model of modern subjectivity by demonstrating the paradoxical inhabitation of ‘insanity’ within sanity, and the fundamental role which ‘unreason’ plays as a constituent of reason.