Prática de análise linguística na perspectiva dialógica nos componentes curriculares de estágio supervisionado em língua portuguesa e literatura

Abstract

This study investigates, through accounts, reports, and reflective narratives, how student teachers in the Portuguese Language and Literature teacher education program at the Federal University of Tocantins (UFT), Porto Nacional Campus, mobilized Dialogic Linguistic Analysis Practice (PALD) during their supervised teaching sessions, as well as the challenges identified in these records. To achieve this objective, we sought to: a) theorize the origins of the concept and the configuration of PALD; b) assess the potential and limitations of PALD within the Tocantins Curriculum Document (DCT); c) investigate the didactic-pedagogical transposition of PALD in Supervised Teaching Practicum II, III, and IV; and d) analyze the effective mobilization of PALD during the teaching sessions based on the student teachers’ final written work. In accordance with these objectives, we sought to answer the following questions: a) how did the concept and configuration of PALD develop historically? b) what potential and limitations for the implementation of PALD can be identified in the Tocantins Curriculum Document (DCT)? c) how did the didactic-pedagogical transposition of PALD occur in the course plans for the Supervised Teaching Practicum? How was PALD effectively mobilized during the teaching sessions, and what were the main difficulties reported by the student teachers throughout this process? Thus, this research is situated within the field of indisciplinary Applied Linguistics (Moita Lopes, 2009) and adopts a qualitative-interpretive approach (Minayo, 2009; Denzin; Lincoln, 2006; Goldenberg, 2004). It is documentary in nature and grounded in a literature review (Gil, 2008; 2017; Lüdke; André, 2012), employing content analysis as a research technique (Bardin, 2011). The corpus consisted of final written work produced in the Supervised Teaching Practicum courses during the 2024/02 and 2025/01 academic semesters. The study was theoretically grounded in the dialogic conception of language (Volóchinov, 2021; Bakhtin, 2011; 2016; 2019) and in dialogic linguistic analysis (Fuza; Menegassi, 2022; Ritter; Ohuschi, 2022; Polato, 2017, among others). The collected data were analyzed based on the principles of dialogism and Text Linguistics (Koch, 2015; Marcuschi, 2008). The results, based on evidence of PALD found in the analyzed records, revealed the student teachers’ efforts to carry out teaching practices aligned with PALD. We found that some student teachers experienced difficulties in implementing it, either because of the need to adapt activities to the available class time or because of students’ lack of motivation to participate, particularly in writing activities. This lack of motivation indicates that, although PALD proposes interaction-oriented activities that encourage students’ active responsiveness, its practical implementation still faces barriers. Furthermore, because the descriptions of the teaching sessions were brief, which limited a more robust analysis of the data, we identified the importance of offering a writing workshop so that student teachers can develop a better understanding of the compositional characteristics of these academic genres. We also identified the relevance of field research that could provide a more in-depth understanding of the main difficulties encountered in implementing PALD and, consequently, support the development of a dialogic linguistic analysis project that may serve as a guide for future student teachers.