O discurso docente como escrita-evento: a produção de um jornal escolar na alfabetização em perspectiva discursiva

Abstract

Through the aforementioned research, my goal is to understand, in light of Mikhail Bakhtin's Theory of Enunciation and the Circle, how a set of individual narratives collectively constitutes the creation of a school newspaper with a group of students, based on teachers' memories presented as writing-events. Two questions serve as guiding points: a) What strategies are possible within our linguistic and social culture for a set of individual narratives to collectively form in the creation of a school newspaper with a group of students, based on teachers' memories presented as writing-events?; b) What are the indications that emerge from the interaction between the narratives of two students regarding the potential of the school newspaper in the process of literacy from a discursive perspective? The context investigated took place at the institution where I have worked since 2019, the João Brazil Municipal School, located in Niterói/RJ, at the foot of Morro do Castro (São Gonçalo, RJ). I experienced situations with a multigenerational group, aged between 11 and 14, who, due to the culture of school failure (UNICEF, 2021), were not literate, needing specific support for acquiring written language and reading skills. In this sense, the pedagogical work culminated in the creation of the JB Newspaper, built upon the pillars of literacy from a discursive perspective (SMOLKA, 2012). Based on the context of the newspaper's production, I problematized my own narratives, those of two participating students in the mentioned group, and the teachers' narratives that emerged from the implementation of a workshop on the subject. The narratives were used as data and content analysis through the narrative research methodology from the Bakhtinian perspective, characterized as qualitative, with which I engaged in dialogue with Bolívar (2002), Bakhtin (2011; 2017), Serodio and Prado (2015; 2017), among other authors. I note that, in order to compose the analytical tools, I also made use of the evidential paradigm (GINZBURG, 2007). Writing, in the research process, was configured as a writing-event (SERODIO; PRADO, 2017; SERODIO, 2014), which is unrepeatable and produces new knowledge. The research included the analysis of articles, theses, and dissertations published between 2018 and 2022, as well as official documents on literacy, such as the National Common Curricular Base (BNCC) (BRAZIL, 2017), the now-extinct National Literacy Policy (PNA) (BRAZIL, 2019), the Portuguese Language Curriculum Framework of the city of Niterói (NITERÓI, 2020), among others. In the dialogue with the cited studies and the narrated experiences, the Educational Product "Walking with students in the literacy process: the creation of a newspaper" emerged from the school ground, branching into the production of an Ebook, a workshop for other teachers on the theme of the school newspaper, and a shareable newspaper template. Among the findings of the research, I identified that the creation of the school newspaper helped students see themselves as protagonists of their own learning. Furthermore, the practice allowed for the valorization of their individual and collective voices, strengthening bonds and promoting a more meaningful learning environment.