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The discourse on protagonism aimed at educators and its possible relationship with language practices: a dialogic analysis

Grant number: 21/10774-0
Support Opportunities:Scholarships in Brazil - Doctorate
Effective date (Start): January 01, 2023
Effective date (End): May 31, 2025
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Philosophy of Language
Principal Investigator:Marina Célia Mendonça
Grantee:Daiane Pereira Fernandes da Silva
Host Institution: Faculdade de Ciências e Letras (FCL). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil


The research project in question intends to analyze statements, aimed at teachers and influenced by different spheres of activity, in which the sign "protagonism" appears. For this purpose, we will use the methodology of collation (BAKHTIN, 2011), within the Dialogical Analysis of Discourse, observing the updating of the sign in question. The theme is relevant, because this sign, despite being present in official federal documents aimed at educators and in teaching materials evaluated by the National Textbook Program (PNLD), has not been related to linguistic/discursive studies, such as the notions of authorship and designer in literacy practices. For this research, the following will be used as corpus: the National Curricular Common Base (BNCC); The PNLD Textbook Guide, year 2018; a mini-course offered by Parábola Editorial, on YouTube, with the participation of Professor Márcia Mendonça, from the State University of Campinas (UNICAMP); and a course entitled "Languages and their technologies", held by Educa Brasil. The Doctorate research intends to analyze in the corpus the meaning of the sign "protagonism" and its possible relationship with language practices in the contemporary Brazilian didactic/pedagogical context. The statements consider the socio-historical and ideological context, in which neoliberalism defined school practices in recent decades in Brazil, as relevant to understand the meaning of the sign in question. Therefore, we will analyze the sign "protagonism" in the light of the concepts produced by the Bakhtin Circle ( as dialogue, concrete utterance, sphere of activity, discourse genre, ideological sign and theme and meaning), since the meanings of this notion must be understood thought dialogically and qualitatively. It is expected to contribute to discursive studies on the presence of student subjectivity in teaching/learning practices and its possible relationship with literacy practices.

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