Das ruas à sala de aula: uma proposta didática de base dialógica para o gênero discursivo busdoor

• Ano de defesa: 2025
• Autor(a) principal: Callegari, Luciane Aparecida Fiori
• Orientador(a): Lunardelli, Mariangela Garcia
• Banca de defesa: Martins, Maridelma Laperuta , Kraemer, Marcia Adriana Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Concepção dialógica da linguagem; Língua portuguesa; Proposta didática; Gênero discursivo busdoor
• Palavras-chave em Inglês: Dialogical conception of language; Portuguese language teaching; Didactic proposal; Busdoor discursive genre
• Palavras-chave em Espanhol: Concepción dialógica del lenguaje; Lengua portuguesa; Propuesta didáctica; Género discursivo busdoor
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://tede.unioeste.br/handle/tede/8178

The teaching of the Portuguese language has gained significant prominence in research over the past decades, particularly in relation to the inclusion of discursive genres in school curricula, largely influenced by the theoretical framework of the Bakhtin Circle. Within this context, the present study examines the didacticization of discursive genres and proposes a pedagogical approach for Portuguese language instruction, incorporating a genre that is prevalent in society yet absent from classrooms: the busdoor. To this end, the study first traces the historical development of the busdoor as a discursive genre in society and then analyzes its discursivity through the lens of dialogical language studies, outlining potential didactic applications for Portuguese language teaching. This research is guided by the following question: To what extent can didactic-methodological approaches be developed to incorporate the busdoor discursive genre into lower secondary education Portuguese language classes? From this inquiry emerges the study’s overarching objective: to analyze the busdoor genre through the dialogical perspective of language in order to conceptualize and propose a didactic-pedagogical framework for Portuguese language instruction in Basic Education. The study is motivated by the persistence of structuralist approaches in Portuguese language teaching, which often fail to foster students’ critical and emancipatory engagement with language. Epistemologically, this research is situated within the field of Applied Linguistics and follows a qualitative, bibliographic approach. The methodological framework is structured around three specific objectives: (i) to review literature on the dialogical perspective of language, with a focus on linguistic analysis; (ii) to investigate the busdoor genre within dialogical language studies to identify pathways for its didacticization; and (iii) to propose a didactic approach to the busdoor genre, drawing on utterances from both local border areas and other spatial contexts. Data generation is based on bibliographic research, with discussions informed by Applied Linguistics, the theoretical foundations of the Bakhtin Circle, and the principles of historical-critical didactics. Ultimately, this study offers insights for educators seeking to implement teaching practices that recognize the intrinsic relationship between language and social practices, contributing to a more dialogical and socially engaged approach to Portuguese language education.