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This article aims to contribute to the conceptual and practical expansion of the history of linguistic analysis (LA) as a teaching axis for Portuguese language classes in Brazil. To this end, LA activities are elaborated, exemplified and characterized based on a time frame of three phases already constituted in the literature: 1st) 1980-1990; 2nd) 2000-2010; and 3rd) 2010-present day. This is qualitative research of a theoretical and prospectiveexemplary nature. The first phase is based on the interactionist conception of language, whose activities are characterized by reflection on expressive resources as possibilities for constructing meaning. The second phase is typified by reflection on the constitution of the discursive genre based on linguistic-discursive choices. The third phase is marked by activities that seek to reflect on how expressive resources constitute themselves as evaluative choices, refracting and reflecting the ideologies that are created through language. Hence, it supports the teacher and language teaching researcher in understanding, producing and applying linguistic analysis activities. [ABSTRACT FROM AUTHOR]

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Starting from the evaluative component as something intrinsic to human existence and language, in this article, we propose an analytical reflection on the axiological concepts of dialogism -- value judgment, extraverbal situation, intonation -- arising from the studies of the Bakhtin Circle, with emphasis on the last two, in particular. The reflection is based on a dialogical conception of language, with emphasis on the socio-historical approach, and presents itself in three ways: a) by the theoretical discussion about axiology; b) by the analysis of a text of the genre Comic Strip, in which we investigate the notions of value embodied in the chosen text; c) by the elaboration of reading questions for the genre analyzed, focusing on teaching reading in the classroom. In the analysis of the selected Comic Strip, we mainly considered verbal statements, extraverbal and intonational, and we observed judgments of different values about the place that the black community can and should occupy in our society. [ABSTRACT FROM AUTHOR]

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This work presents a theoretical-methodological characterization from a dialogic perspective for linguistic, epilinguistic and metalinguistic applied activities of dialogic linguistic analysis. In the action research methodological plan, eight beginner teachers attending the supervised internship in Languages are given theoretical bases about language activities that are already consolidated by Applied Linguistics in Brazil. Next, the dialogic proposal and its principles are presented and discussed with the beginners. A text belonging to the genre Fable is used as organizer for the dialogic interaction between the beginner teachers and the professor. The discussion on dialogic concepts occurs while the linguistic analysis activities are elaborated to students from the 6th year of the elementary school, in a reflexive dialogic production, considering the research context: beginner teacher orientation. Our approach shows that linguistic activities happen while presenting the genre under a dialogic perspective, with methodological indications for such approach. Regarding the epilinguistic activities, they contemplate the axiological plan, for the valued comprehension of the discourse mobilized in the genre, while metalinguistic activities connect consolidated notion frames with axiological expansive interpretations raised by epilanguage. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article discusses the theoretical epistemology of the pedagogical practice of Linguistic Analysis (LA) in Brazilian Applied Linguistics. It adopts a documentary and dialogic approach to understanding both the individual and combined architecture of three founding texts for the guiding assumptions of the thesis, which is deflected and reflected in concepts comprising LA in: O texto na sala de aula (The text in the classroom) (GERALDI, 1984), Criatidade e gramática (Grammar and creativity) (FRANCHI, 1987), and Portos de passagem (Ports of passage) (GERALDI, 1991). Results reveal that LA emerges torn between cognitive and dialogic standpoints (GERALDI, 1984), while more strongly leaning towards a dialogic approach (GERALDI, 1991) by virtue of a pictorial re-enunciation of concordant theoretical voices, such as Franchi's (1987) and The Bakhtin's Circle. Thus, a theoretical, epistemological, dialogic approach arises on the grounds of a tripod onto which assumptions of cognitive, ethical and esthetic nature are superimposed and to which pragmatic-pedagogical as well as social basis are directed not only towards comprehension and valuational production of discourse but also towards the transformation of social relations. [ABSTRACT FROM AUTHOR]

This paper approaches the teaching dialogic revision work in writing text production practices. It searches to comprehend how the teaching revision may be elaborated in order to promote interaction and development of writing discursive abilities by the student, from the dialogic conception of language. From the assumption of Discourse Dialogic Analysis (BAKHTIN/VOLOCHÍNOV, 2009; BAKHTIN, 2010; BRAIT, 2012), the writing conception as work (GERALDI, 1984; FIAD; MAYRINK-SABINSON, 1991; MENEGASSI, 2016) and researches about text revision, it is possible defining and characterize the dialogic revision concept and list the aspects that guide the teaching action for a revision practice turned over the dialogism and the writing abilities internalization by the student. The study points significant theoretical and methodological relation and convergence among dialogism, writing as work e text revision, as the possibility of reflection about the expected actions from the teacher, as well as the expected practices from the students in this teaching approach. [ABSTRACT FROM AUTHOR]

The present study aims at putting forward a theoreticalmethodological proposal of ordering and sequencing of questions for the reading of the text genre Chronicle, with the latter being adopted in Middle School. The study is based on the notion of the thematic principle advocated by The Bakhtin Circle. It has been conducted with a view to contribute to research on written first language teaching and learning processes, not only in terms of reading skills, but also regarding written production. To this end, it focuses on views about reading, particularly with emphasis on Applied Linguistics and the practice of ordering and sequencing of reading, both of which highlight the relevance of such a proposal as constituent of the process of student development as reader in school. The following steps are taken into account for the making of such a proposal: (1) scrutinizing the main ideas of the text; (2) writing a text on the basis of such ideas; (3) setting reading questions also on the basis of the selected ideas; (4) having the student-reader to write a text as rebuttal/counterword on the basis of answers given to the questions. The outcomes of the proposal of ordering and sequencing of questions reveal: (1) identifying the main ideas relative to the text; (2) taking a stand as regards text theme; (3) producing a text as rebuttal/counterword as consequence of the whole process. [ABSTRACT FROM AUTHOR]

We aim build a reflection on the processes of revision and rewriting of texts in the initial teacher training with students attending to PIBID. The enunciative-discursive theory, the concept of writing as a work and the discussions on the processes of revision and rewriting, set up the research's theoretical scope. We performed theoretical reflections and methodological and practical referrals, developing an action research. The work includes the training for further teaching in the classroom and the development of the attendants' writing skills. The results demonstrate writing as work appropriation in subjects, who tend to have the text as an development process. [ABSTRACT FROM AUTHOR]

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was focused on recension and rewriting in teacher's practice with students of the 4th and 5th grades of an elementary school in the Northwest region of Paraná State, Brazil, considering the writing pieces made in class about the Horror Story discursive genre. Conceiving rewriting as work, and based on Bakhtin's Circle of dialogic assumptions concerning dialogism, the responsiveness of the written discourse, genres, and in studies on Applied Linguistics about text revision and rewriting, we observed the guided practice of a teacher on the text revision and rewriting processes of students in this situation. The characterization of the Horror Story genre was our main focus, proving that the notes on rewriting should be observed from this assumption. The records collection was carried out during the second half of the year 2012, after a collaborative theoreticalmethodological intervention with the teacher, providing theoretical subsidies and guided discussions in order to subsidize the work's proposed comprehension, and evaluate the ongoing actions. The results proved that: a) the internalization of the theoreticalmethodological assumptions happens when a single discursive genre is into focus; b) the guidance and the attendance by the teacher are necessary for the formation process; c) an improvement was observed in the students' writings; d) there is a necessity of development and improvement of proper revision and rewriting strategies towards the analyzed genre; and e) the work done with text revision and rewriting in this specific textual genre seemed to be more effective due to the necessities arising from this enunciation. [ABSTRACT FROM AUTHOR]