THE MULTIPLE VOICES IN TEACHER DISCOURSE: AN ANALYSIS IN THE LIGHT OF THE ISD

• DOI: https://doi.org/10.22533/at.ed.929512516018

• Palavras-chave: Teacher discourse. Enunciative mechanisms. Sociodiscursive Interactionism.

• Keywords: Teacher discourse. Enunciative mechanisms. Sociodiscursive Interactionism.

• Abstract:

  The aim of this chapter is to analyse the voices and modalizations that emerge from the discourse of a Portuguese language teacher working in the 9th year of primary school in a public school in the city of Campina Grande-PB, who, in giving two interviews to the researcher, reflects on her own teaching practice. To this end, theoretical assumptions from Sociodiscursive Interactionism (SDI) were chosen, precisely with regard to the concept of enunciative positioning, through which the management of enunciative voices and the expression of modalizations are observed, based on research by authors such as Bronckart (2008, 2006, 1999), Machado and Guimarães (2009), among others. This study, which has a qualitative and explanatory approach (Severino, 2016), uses as its corpus the transcripts of two interviews given by the teacher, one before the school term observed and the other after the activity. The cuts made from this corpus were intended to investigate, in the linguistic materiality of this empirical text, the incidence of enunciative mechanisms and how they contribute to the constitution of the enunciative whole. As a result, it was possible to see how the enunciative mechanisms give the text pragmatic coherence, in a play of voices and modalizations that makes it possible to make explicit the positions defended by the enunciator in relation to the interlocutor and the thematic content linked to his communicative purpose.