Sociodiscursive Interactionism Research Articles

Descrição e análise de um projeto interdisciplinar sobre a Covid-19: uma proposta de divulgação científica a partir do gênero 3MT

The aim of this article is to describe a project for the scientific dissemination of videos about Covid-19 focusing on primary school students (6 to 11 years old) in a school in the northwest of São Paulo state. It also aims to present the results of the analysis of two of the scripts and videos, highlighting linguistic and multimodal aspects based on the theoretical-methodological framework of Sociodiscursive Interactionism (ISD) and the didactic genre model (3MT), in order to verify similarities and differences with the genre model of the 3MT proposed by Abreu-Tardelli (2020; 2021). The criteria for the videos’ selection was the ones that had the highest number of views on YouTube. The analysis highlights the presence of explicative sequences, voices in direct speech to present the problematization and resolution phase, and the use of comparisons of the theme with familar locations and comparisons of scientific terms with everyday actions, showing a close approximation with the proposal of 3MT. It also contributes to health literacy, as they highlight the importance of considering language usage strategies to be understood by the target audience, as proposed by the 3MT.

Social Justice, vulnerability and English Language teaching: the use of Didactic Sequences and possibilities of articulation with Socio-Discursive Interactionism

Socio-discursive Interactionism (SDI) has offered a solid ground for inquiry in Applied Linguistics over the past decades, and it has enabled researchers to investigate different aspects of language teaching (BRONCKART, 2003; 2006; 2010; CRISTOVÃO; STUTZ, 2011; MAGALHÃES, CRISTOVÃO, 2018; among others). As English teachers, we claim that teaching this language can maintain or interrupt deeply forged social injustices (BRAGA; VÓVIO, 2015). Therefore, working from an SDI perspective implies the incentive to develop a critical conscience and awareness of textual and contextual features of the uses of language in a text. Therefore, this paper aims to present three studies from an SDI perspective that embraced similar themes and discuss how they converge in terms of their discussion on social vulnerability, social justice, and English teaching. We present some of the possibilities the SDI perspective poses for a language education that is socially responsible and encourages students to speak up. The results of the analysis show that there is fertile terrain for the development of Language Capacities (DOLZ; NOVERRAZ; SCHENEUWLY, 2004) when controversial issues such as social justice and social vulnerability are part of the activities designed for English teaching.
 Keywords: Social justice; social vulnerability; social projects; socio-discursive interactionism, English teaching.

Translation Portfolio

In this paper, based on the findings of the first author’s dissertation, we seek to expand the concept of assessment through the Portfolio, adding to the process a practice that has been gaining strength in the post-method era (Kumaravadivelu, 2006) - the translation practice (NORD, 2012) - used in a planned and systematic way (Liberatti, 2012). To this end, we prepared and applied a didactic sequence (Dolz; Noverraz; Schneuwly, 2004; Miquelante; Cristovão; Pontara, 2020), based on the teaching of Languages under the bias of Sociodiscursive Interactionism (Bronckart, 2007), in a context of higher education (Languages and Literature course), where the activities of the modules focus on the translation from the English language to Portuguese of a poem, carried out by the teachers-in-training. The collection of these activities provided the data for a qualitative analysis and the data generation tools for this work are: a) translation portfolio of activities; and b) the didactic sequence created by the authors. This study resulted in evidence of linguistic development and mobilization of language resources in translation activities, thus placing translation activity as a relevant production to compose the assessment portfolio.

WRITING IN BRAZILIAN LANGUAGE TEACHER EDUCATION: POSSIBLE ADVANCES IN FUTURE TEACHERS’ LANGUAGE CAPACITIES

This research is related to foreign Language Teacher Education based on the study of genres. It aims at investigating the types of correction used by the teacher-researcher and their role in the development of future teachers’ language capacities through writing taken as social action. It is grounded on Socio-discursive Interactionism and the procedure of didactic sequence. The data collecting was constituted by three versions of a Comment written by a future teacher in the English Language III course, during the implementation of a Didactic Sequence and the teacher-researcher’s correction types on their texts. The data analysis techniques were based on the identification of the correction types and the language capacities. Considering the three steps of writing in the didactic sequence implemented: i. initial production; ii. revising and rewriting; iii. final production and the correction types identified; this investigation presents an alternative to provide future teachers with a unique experience that can contribute to the process of English learning as well as to the student’s language capacities development.

A videoanimação “Purl”: uma análise na perspectiva da Semiótica Sociointeracional

Abstract Considering the assumption that the primary responsibility of educational institutions is to develop citizens, we understand that the discussion of sometimes controversial topics can contribute to the refinement of social relations. We argue that the animation genre can be an excellent resource to encourage this type of reflection in a playful and appealing way. Therefore, this text analyzes the short film Purl (2018), which addresses the theme of sexism in the corporate world. To this end, we adopt the sociointeractional semiotics analysis model as our theoretical framework, developed by Leal (2011), based on concepts from socio-discursive interactionism - SDI ( BRONCKART, 2012) and the grammar of visual design - GVD ( KRESS; VAN LEEUWEN, 2006). At the end of the article, we present considerations regarding the possibilities of working with multiliteracies, using animation as a tool for working with language practices in the classroom, guided by a perspective that can effectively contribute to the development of critical subjects and citizens.

Discursos do 25 de Abril: percurso histórico de um género político

As the 50th anniversary of April 25th approaches, an exploratory study has been initiated on a political genre linked to the history of Portugal: the speech delivered by the President of the Republic during the official ceremony commemorating the Carnation Revolution. Operating under the assumption that, during the production of a text, other texts are reproduced and revis-ited while respecting the genre tradition, a diachronic analysis of speeches produced from 1977 to 2023 was conducted. Following the Sociodiscursive Interactionism perspective, every text must be framed within a genre and the social activity that motivates it. Therefore, this study encompasses an approach to external components (production location, purposes, participants, etc.) before delving into the analysis of compositional elements. This article discusses the results of a qualitative analysis of a corpus comprising 20 speeches, focusing on formal, linguistic, and stylistic elements, as well as the role of narrative sequences in argumentative terms. The repetition of themes, particularly critical reflection and rupture, structural articulations (anaphoric parallelisms), and the narrative sequence is observed as a starting point for constructing arguments by analogy.

Tempos e temporalidades Contribuições para a descrição do ‘comentário’ como género

Grammatical tenses contribute to the characterization of temporality that is present in different texts and discourses. This observation is the starting point of the reflection presented in this paper. Thus, based on texts that circulate with the label ‘commentary’, we propose to verify how linguistic marks (used in the different forms and constructions of those texts) contribute to a description of what is (or could be) a commentary. We start with the analysis of texts that are available in the corpus G&T.Comentaand we attempt to characterize the values of grammatical tenses in Portuguese, and the temporal locators that contribute to the construction of temporality in those texts. This approach allows for relating textual genres and types of discourse (Bronckart, 1997). The proposals developed within the scope of Sociodiscursive Interactionism will be followed as a guiding principle.To account in a sustainable way for the values that derive from the various grammatical tenses used in those texts, we will consider the proposals that were developed within the perspective of the Enunciative Formal Theory (Culioli 1995), among others. Based on this framework, it is assumed that the different values characterizing grammatical tenses derive from the interrelation between different grammatical categories such as aspect and modality.The relationships that can be established in the articulation between a micro analysis (centered on forms and constructions) and a macro analysis (which captures the text as a complex whole), will allow us to contribute to a characterization that we consider useful not only for defining properties of texts that are included in the commentary genre, but also for defining the values of grammatical tenses.

Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures

Language teaching in a higher education (HE) environment is complex and challenging, much more so when we consider the contemporary demands concerning the additional languages, specifically, English. We start from the understanding that a genre-based approach in teaching is established as a positive strategy for teaching/learning and developing students’ linguistics skills. However, reflections and questions emerge when, as professors, we discuss the role of the HE and its disciplines in potentializing students' actions through language in real social practices, which can contribute to their personal and professional development. Our premise, as well as a problem, considering there seems to be a gap regarding this point, is that academic oral genres should be taught in a systematic and clear way in HE. Seeking to solve this problem, by the supports of Applied Linguistics, we structured two questions to guide this qualitative and exploratory study: 1) What would be an appropriate theory-oriented approach to support the teaching of oral genres in HE? 2) Considering the HE contexts, what would an achievable proposal aiming at the mastery of an oral genre be like? In order to answer these questions, we brought a theoretical discussion and also a Didactic Sequence (DS) regarding oral presentations in academic events as a proposal to show that the Socio-discursive Interactionism and the DS model can be powerful educators’ allies in planning and organizing classes that allow students to perform through language in different academic routines

Enseñar español en primaria: análisis desde el interaccionismo sociodiscursivo

El artículo presenta los resultados del análisis del trabajo de una profesora de primaria durante una clase de español en un grupo de quinto grado. La perspectiva teórica de referencia es el interaccionismo sociodiscursivo y sus contribuciones al estudio del trabajo de los docentes a partir del trabajo prescrito, efectivo y representado. Para el análisis de la clase se retoma la propuesta de Riestra (2008), para estudiar las consignas y el diálogo sobre éstas a través de la metodología de la autocofrontación entre la investigadora y la profesora de grupo. Los resultados muestran la importancia de la reformulación de las consignas para comprender la evolución de las tareas y evaluar lo que sucede en la clase. Asimismo, dejan entrever que los motivos de las reformulaciones estuvieron vinculados tanto con la profesora (supuestos gestión de clase y confusión con el género textual) como con el trabajo prescrito.

O discurso teórico em artigos científicos: uma abordagem à luz do ISD

The present work analyzes a corpus of 10 scientific articles published in conference proceedings in the area of ​​Pedagogy, based on categories present in the theoretical-methodological framework of Sociodiscursive Interactionism, ISD: (BRONCKART, 1999, 2006, 2008; CRISTOVÃO, 2008; PINTO, 2007; COUTINHO, 2007; PEREIRA, 2009, 2012, 2014). The area of ​​Pedagogy invites us to think about how aspects such as thematic content, mobilization of theoretical discourse and how the production context influences the organization of discursive worlds are constructed. By way of conclusion, we can say that the discursive treatment in the context of textual production in the area of ​​pedagogy encompasses elements ranging from the types of discourses to other forms of planning and general plan of the genre, which, according to Bronckart (2014) corresponds to the layer depth of the textual architecture supported by the locution attitudes manifested in the interface between the world of person and the coordinates of the social worlds, sequential and linear structuring of the text and the organization of the thematic content.

Informal English through sitcoms

In light of studies on informal language teaching (SENEFONTE, 2018) and drawing on Socio-Discursive Interactionism (BRONCKART, 1999), this research aims at presenting a didactic proposal involving a sequence of systematized activities that address informal English through the sitcom genre. Therefore, this study belongs to the area of Applied Sociolinguistics and the field of language teaching/learning and teacher education. The first episode of the show How I met your mother forms the basis for the development of the exercises, which encompass current trends in language teaching and learning. The literature review conducted in this paper reveals the scarcity of studies on the teaching of informal English through sitcoms or any other audiovisual genre, suffice it to prove relevant the debate on this theme. To sum up, this paper is expected to expand the literature on this topic and enable teachers to reflect over their practices concerning language variations.

INSTRUÇÃO AO SÓSIA EM CONTEXTO DE FORMAÇÃO INICIAL DE PROFESSORES DE LÍNGUAS ESTRANGEIRAS

O presente artigo tem como principal objetivo descrever as modificações que ocorrem na interação promovida pela Instrução ao Sósia quando utilizada em contexto de formação inicial de professores de línguas estrangeiras. Para tanto, é feita uma apresentação do procedimento, tal como inicialmente proposto, ainda na década de 1970, seguida por uma discussão a respeito de suas (re)interpretações e adaptações promovidas pela Clínica da Atividade. Os dados discutidos neste texto foram gerados a partir da realização de uma sequência de sessões de Instrução ao Sósia com dois professores em formação inicial – a primeira de Língua Inglesa e o segundo de Língua Francesa. A análise dos textos gerados durante a interação entre a pesquisadora/professora formadora e sósias/professores em formação inicial seguiu os procedimentos previstos pelo Interacionismo Sociodiscursivo. O contexto de pesquisa a respeito da formação inicial influenciou não apenas a maneira como o procedimento foi conduzido como também a própria atividade linguageira construída pelos interlocutores. O principal aspecto parece ter sido as representações sobre os papéis sociais assumidos pelos participantes durante a interação face a face.

Blogs: innovative possibility for teaching portuguese?

This paper aims to problematize the use of a blog as a tool for the teaching Portuguese. Blog , is a web page that is supposed to be updated very frequently through the placement of messages or "posts" consisting of images and / or texts, was created as a popular option for online texts publication, considering the fact that it does not require advanced knowledge in computer science. The study to be presented here is a descriptive research with a qualitative approach. The analysis was based on Miller and Sheppard (2004) excerpts from the concepts of Sociodiscursive Interactionism (ISD) of Bronckart’s framework of analysis procedures (2009, 2003, 2004, 2006, 2008) and Bronckart and Machado (2009). The results indicated that the style of the blog studied emphasizes the personal and professional experience of its creator, because the content uploaded in the blog seems to represent the freedom of selection and presentation of the blogger. The blog is seen by the user as an attempt to follow the digital advances, through a technological determinism, without the use of the resource in all its potential for the teaching Portuguese.

Ensino remoto emergencial

Este artigo é fruto de uma pesquisa em andamento realizada no Mestrado Profissional em Letras em Rede (PROFLETRAS) da Universidade Estadual do Norte do Paraná (UENP). O objetivo da investigação é analisar o processo de adaptação de uma sequência didática do gênero ‘documentário’, do ensino presencial tradicional para o ensino remoto emergencial exigido pela interrupção das aulas presenciais no período da pandemia da COVID-19, tendo como foco o ensino da língua portuguesa. Pauta-se nos estudos teórico-metodológicos do Interacionismo Sociodiscursivo. A finalidade aqui é apresentar uma reflexão teórico-analítica desse processo de adaptação didática, tendo como eixo as atividades e ferramentas mobilizadas na sequência didática. De modo geral, as reflexões apontam para um agir intuitivo do professor nesse processo de adaptação para o ensino remoto, o que evidencia a importância de formações focadas no desenvolvimento de capacidades docentes para esse novo contexto de ensino e aprendizagem da língua.

Projeto didático de gênero e produção textual escrita: um estudo de caso a partir do trabalho com o gênero “carta de reclamação”

Este artigo analisa o desenvolvimento da produção textual de um aluno de 6º ano do Ensino Fundamental a partir da interação/intervenção docente realizada durante o desenvolvimento de um projeto didático de gênero voltado ao trabalho com o gênero “carta de reclamação”. Com base no marco teórico do Interacionismo Sociodiscursivo, investigamos traços do trabalho docente materializados na correção e na avaliação das produções textuais e seu(s) impacto(s) no desenvolvimento da (re)escrita discente. Os resultados obtidos sugerem que a grade de avaliação possui maior influência nas produções textuais que o trabalho de correção textual-interativa, isto é, as intervenções da professora nos textos.

Representações do trabalho do professor na revista Nova Escola: um estudo de caso a partir do gênero reportagem

Este artigo analisa uma reportagem proveniente de uma das publicações especializadas mais conhecidas pelo público dos educadores: a Nova Escola. O objetivo principal é analisar como o agir docente é representado nesse texto, partindo de uma perspectiva de ensino como trabalho complexo, permeado por conflitos, prescrições e coerções (BRONCKART, 2006a; MACHADO, 2004; AMIGUES, 2004; BUENO; 2007; BUTTLER, 2009). Assim, a análise textual-discursiva empregada tem como base os pressupostos do Interacionismo Sociodiscursivo (BRONCKART, 2004, 2006a, 2006b, 2008), os quais atribuem à linguagem um papel central no estudo das representações e avaliações relacionadas ao trabalho docente, dentro e fora da esfera educacional. De modo geral, os resultados indicam que o professor, nessa reportagem, é predominantemente configurado como profissional desvinculado dos conflitos e das prescrições que permeiam o seu métier, cujas iniciativas individuais – centradas na busca por cursos, capacitações e materiais de apoio – seriam suficientes para garantir o êxito de seu trabalho.

Genres de textes en circulation dans la sphère du travail d’enseignement et dans la formation professionnelle de l’enseignant

Dans cet article, nous avons pour but de discuter des relations entre langage et travail, en focalisant sur le rôle potentiellement formatif des genres textuels dans le contexte du travail d’enseignement. Nous présenterons les genres qui circulent dans les situations de travail enseignant et ceux qui peuvent être produits à des buts formatifs, en distinguant ceux qui circulent dans la sphère de travail ceux qui ont un potentiel d’apprentissage et/ou de développement. Notre étude se base sur l’orientation épistémologique de l’Interactionnisme Social et se sert de trois cadres théoriques : celui de l’Interactionnisme Socio-discursif, d’une part ; et ceux de la Clinique de l’Activité et de l’Ergonomie de l’Activité des Professionnels de l’Education, d’autre part. Nous montrerons, de manière spécifique, une analyse d’une auto-confrontation et nous discuterons de son potentiel pour le développement des enseignants et pour la formation. Nous discuterons ainsi du rôle des verbalisations sur la situation de travail dans le processus de formation de l’enseignant, à travers des genres produits en situation de travail qui constituent une activité symbolique dans laquelle le langage devient un instrument de formation et de développement.

¿En qué consiste enseñar los géneros textuales en la escuela?

En el marco del interaccionismo sociodiscursivo (ISD), desde las referencias de Jakubinskij (1923/2018) y Voloshinov (1929/2009), los conceptos de diálogo y de género de la palabra conforman el punto de partida teórico para definir las formas de la interacción humana, de acuerdo con las propuestas teórico-metodológicas de Bronckart (1997; 2004; 2007) y de Schneuwly (1994). Como los géneros constituyen nuestro objeto de enseñanza son, en primer término, nuestro objeto de conocimiento. En el contexto latinoamericano, reconocemos los aportes teórico-prácticos de Marcuschi (2003) y de Machado (2009) que nos permiten discutir algunos aspectos centrales de las propuestas didácticas aplicadas. Por nuestra parte, en las investigaciones abordamos la relación entre el modelo didáctico y los géneros textuales de donde deriva, como una problemática central frente a la modelización de los géneros, la articulación entre las capacidades de lenguaje desarrolladas por los alumnos y las capacidades potenciales a desarrollar. La enseñanza de la lengua y la literatura desde los géneros textuales involucra, necesariamente, el desarrollo de las capacidades de lenguaje y la enseñanza de la gramática de las lenguas. En esta dirección, nuestro trayecto didáctico de uso, sentido y forma, enfoca la actividad de lenguaje de los géneros con los razonamientos que se realizan a través de los textos (como acciones de lenguaje) y de los tipos discursivos (como operaciones psicoverbales), para introducir la reflexión metalingüística.

MODALIZAÇÕES EM ARTIGOS DE OPINIÃO COMO REDAÇÃO DE VESTIBULAR

O foco deste trabalho é o desenvolvimento de uma pesquisa de natureza qualitativa, de cunho documental, tendo como objeto principal as redações dos candidatos do vestibular da Universidade Estadual do Norte do Paraná (UENP) do ano de 2018. A investigação centra-se na análise dos recursos modalizadores mobilizados pelos candidatos para a produção de textos do gênero “artigo de opinião como redação de vestibular”, tendo como aporte teórico os estudos desenvolvidos por Bronckart (2003), no interior do Interacionismo Sociodiscursivo (ISD), sobre modalização, um dos elementos dos mecanismos enunciativos do texto. O objetivo da pesquisa é analisar como são articuladas as modalizações no processo de argumentação da escrita do artigo de opinião como redação de vestibular, bem como a influência do ato de modalizar o discurso na construção desse gênero. Os resultados apontam uma incidência grande de modalizadores lógicos e deônticos, a inexpressividade de modalizadores apreciativos e a inexistência de modalizadores pragmáticos.

Resenhas dos livros didáticos aprovados pelo Guia PNLD 2020 de língua portuguesa: uma ferramenta para o trabalho docente

Considerando o contexto sócio-histórico mais amplo em que temos vivido em relação ao uso do livro didático na Educação Básica da rede pública de ensino, buscamos contribuir para um debate social acerca do processo de escolha dos livros didáticos nas escolas e o Guia PNLD 2020, uma vez que o documento oferece resenhas a respeito dos livros didáticos de Língua Portuguesa aprovados, bem como sobre as possíveis relações que o Guia PNLD 2020 estabelece com os saberes e as Capacidades Cocentes (HOFSTETTER; SCHNEUWLY, 2009; STUTZ, 2012), além das capacidades de linguagem (DOLZ; PASQUIER; BRONCKART, 1993; SCHNEUWLY; DOLZ, 2004; STUTZ; CRISTOVÃO, 2011; CRISTOVÃO, 2013), necessários ao ensino de línguas. Para tanto, pautamos nosso estudo na perspectiva teóricometodológica do Interacionismo Sociodiscursivo (ISD) (BRONCKART, [1997]2009). Quanto aos procedimentos metodológicos, utilizamos o Guia PNLD 2020 como objeto de análise no que tange às Resenhas dos livros aprovados pelo PNLD 2020, tomando as capacidades de linguagem, os saberes e as Capacidades Docentes como categorias de análise destas Resenhas. Os resultados apontam para possíveis contribuições e/ou limitações do Guia PNLD 2020 para o ensino de Língua Portuguesa. Com isso, esperamos contribuir para a discussão acerca do processo de avaliação e escolha do livro didático pelo professor de línguas.