The dialogic theory: an experience of insertion in the Portuguese classes in the backlands of Ceará, Brazil

Abstract

This paper is the result of reflections done during the meetings of the specialization program in Portuguese language teaching and art-education at URCA, Crato, Ceará, Brazil, where student teachers report their experiences and their questions or present ideas to overcome the problems faced when teaching. In the introduction, we present questions that prompt our reflections. In the second section, we approach the main setbacks faced by student-teachers in their pedagogical practices, bases on their own reports. In the third section, we present as an alternative the insertion of Bakhtin’s dialogical perspective to the reality of teachers’ educational practices, as a way to overcome the problems focused on language lessons. Such perspective is illustrated with the analysis of excerpts from a poem by Patativa do Assaré. In conclusion, the dialogue is temporarily ceased by stressing out the relevance of highlighting the intrinsic relationship between language and socio-cultural environment in order to overcome some of the problems faced, by pointing out the results already achieved through activities that highlight the dialogic nature of language and by supporting the practice of deeper and lengthy studies on this humanly heterogeneous and multiple phenomenon.

Key words: language, teaching, popular poetry, culture, bakhtinian perspective.