Gêneros do discurso: o conceito e sua (res)significação na formação de professores de Ensino Médio em serviço

Abstract

This study aims at analyzing interactions between teachers and researchers to understand how the concept of discursive genre is presented, discussed, and signified/resignified by participants throughout a training program involving researchers, teachers, and coordinators in the field of Language, Codes, and Technologies in a State High School that adopts the Integral Education Program (PEI), in the city of Carapicuíba, São Paulo, Brazil. This paper aims to (a) identify, during teacher education meetings, enunciations that refer to the concept of discursive genre, and the participants who produce them, and (b) interpret these enunciations to understand how they are articulated with the concept of discursive genre in Bakhtin. The theoretical framework is based on Socio-Historical-Cultural Theory, as discussed by Vygotsky (1930, 1934). The teachers education in-service is understood as a socio-historical-cultural activity, in which researchers and teachers are active and effective participants in building collective knowledge. In methodological terms, this study is based on the assumptions of Collaborative Critical Research. According to Magalhães (2009), relations between participants are characterized as collaborative-critical, because situations are created in which collaboration and reflection are central in sharing new meanings. The discussion of the data points to the importance of the reflexive-critical process in the locus of in-service training, since the organization of the Project and the discursive organization enabled that, in the interactions between teachers and researchers, transformations occurred in the way teachers understood the concept of discursive genres, although full appropriation of the Bakhtinian concept did not take place