Docência de língua materna: o professor como ator do seu próprio agir

Abstract

This study, theoretically framed by Sociodiscursive Interactionism, aimed to identify linguistic and discursive indices that show teacher´s actoriality, examining teachers’ interpretation about their work. Actoriality is the feature of the actant that plays the role of an actor or one that demonstrates capabilities, intentions, motivations and responsibility to act (BRONCKART, 2008, p. 122). It pursued to understand how the teachers interpret their own action and the action of the other participants of the teaching-learning process, besides the reconfiguration of the teachers´ action, analyzing the action figures (BULEA, 2010; BULEA, LEURQUIN & CARNEIRO, 2013). This analysis indicated the presence of a new action figure, named action figure assessment, which seems to favor the expression of the teachers´ actoriality. The data were collected from semi-structured interviews conducted with two mother tongue teachers of a public school network in two different moments: before and after the implementation of educational projects. Parts of the interviews were selected which were identified as thematic orientation segments (SOT) and thematic treatment segments (STT). From this categorization, the textual and discursive analysis was conducted from the perspective of the textual architecture (Bronckart, 1999/2012), which enabled the identification and the delimitation of the internal and external action figures. The analysis allowed to propose that there are actoriality expression contexts in which the actants demonstrate their implication in the action, from which the other elements that constitute them as an actor may be inferred. Thus, the use of deictic pronoun I indicates higher degree of teacher’s accountability in speech, associated with enunciative verbs for accountability taking or dynamic verbs. In addition, modalizations, some adjectives and nouns, contribute to enhancing the production of meaning, because they reveal the subjectivity of the actants to demonstrate peculiarities of their positioning in regards to the thematic content (KERBRAT-ORECCHIONI, 1997). The action figure assessment shows the reflection and the views of the teachers regarding their own action (internal) and also the action of the other participants (external). This action figure is characterized by its strong evaluative and subjective trait, and demonstrates high involvement of teachers and their reflective capabilities. When considering the interactions of the teaching-learning process, the articulation of motives and intentions is dialogically associated to the presence of other participants that belong to the school setting. Ultimately, it is possible to apprehend revealing aspects of the classroom piloting and its complexity, since teachers, when verbalize about their work, bring out the crucial role of language that accesses memory, organizes, comments, regulates the human actions and interactions.