Transdisciplinarity and dialogismo as foundations of the teaching action: a proposal for a reading class

Autores

DOI:

https://doi.org/10.5281/zenodo.10436222
Palavras-chave: Transdisciplinarity, Dialogism, Language, Teaching

Resumo

Even in the face of innovations arising from contemporary times, there is still much to move forward to achieve education based on universality, socioideological debate, pluralism of ideas and the complexity of human thought. This time, the present work aims to reflect how the theoretical contributions presented here can subsidize the pedagogical work of the teacher, when conceiving language as a process of social interaction, as advocated by the Bakhtin Circle. Therefore, a bibliographical review of the discussions of Nicolescu (2000) is made, which discusses the principle of transdisciplinarity, the reflections of Morin (2010), as the theory of complexity and knowledge necessary for the education of the future, in addition to the questions related to the dialogic theory of language proposed by the Bakhtin Circle (1988 [1975]; Volóchinov, 2013 [1930]; Medviédev, 2019 [1928]), correlating these theories to the teaching action in basic education. In summary, it is believed that the discussions brought in this article may help the Portuguese language teacher to face the challenges imposed by education of the XXI century, and contribute to the expansion of the socioideological consciousness of teachers.

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Biografia do Autor

André Felipe Pereira de Souza, Universidade Federal do Norte do Tocantins

He is a doctoral student in Linguistics at the Graduate Program in Linguistics and Literature (PPGLLIT) linked to the Federal University of Northern Tocantins (UFNT), Araguaína-TO, Brazil. Master in Letters from the University of the South and Southeast of Pará (UNIFESSPA). He is a professor on the permanent staff of the Secretary of Education of the State of Pará (SEDUC-PA).

Referências

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Publicado em

30 de dezembro de 2023

Como Citar

SOUZA, . A. F. P. de. Transdisciplinarity and dialogismo as foundations of the teaching action: a proposal for a reading class. Revista Letras Raras, Campina Grande, v. 12, n. 3, p. 11–31, 2023. DOI: 10.5281/zenodo.10436222. Disponível em: https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/2112. Acesso em: 19 abr. 2024.

Seção

Artigos de temas livres