RESPONSIVE KNOWLEDGE CONSTRUCTION: EXPLORING THE INTERSECTION BETWEEN SOCIAL PRACTICES AND WRITTEN LANGUAGE LEARNING IN HIGH SCHOOL

• DOI: 10.22533/at.ed.5583452308126

• Palavras-chave: Responsiveness. Discursive genres. High school. Reading.

• Keywords: Responsiveness. Discursive genres. High school. Reading.

• Abstract:

  This article highlights the results of a pedagogical activity carried out in the classroom, in the 2nd year of high school at a full-time public school in the city of Fortaleza, CE. The activity focused on verifying the responsive attitudes expressed in the students' written productions, based on the reading movements of textual genres: the song 'Balada de Gisberta' and the news 'The Brazilian woman who became an LGBT (Lesbian, Gay, Bisexual and Transgender) symbol and whose murder led to new laws in Portugal'. The content of this work highlights the movements of reading, interpretation and analysis carried out by students during the process of reading and re-reading the music and news genres at two different moments. The analysis was based on the theory of the Bakhtin Circle, specifically on Bakhtin (2018, 2019) and Volochinov (2017, 2019), which emphasize the dialogical and interactive character of language, mainly addressing the concepts of dialogism and responsiveness. Through the analyses, three patterns of active responses by students were identified, directly related to knowledge of the socio-ideological conditions of the genres discussed and analyzed.