A dinâmica discursiva na formação de professores: discurso autoritário ou internamente persuasivo?

Abstract

This article, based on the socio-cultural-historical theoretical perspective, discusses the activity in which individuals engage as constitutive of the social roles they occupy. It aims to trigger discussion of discursive dynamics in the context of critical-collaborative teacher education, focusing on internally persuasive and authoritative discourse (BAKHTIN, 1981) and their co-occurrence in situations of negotiation of meanings. This distinction is relevant because it is possible to understand different argumentative enunciations or not, conducted by educators in training, which approach or distance themselves from those cast by their trainers or isolated voices of theoretical practice, indicating possibilities of creation or reduction of dialogic expansion. From the emphasis on internally persuasive discourse, this article highlights the criticalcollaborative argumentation role in training educators. Examples selected from a corpus of research collected in public school in São Paulo subsidize the discussion supported by Bakhtin (1981) and Vygotsky (1998; 2001

Reflexões sobre metodologias de pesquisa

“…It is important to begin by mentioning that, in Brazil, the critical collaborative approach to research was first discussed by Magalhães (1990 who has been investigating this methodology for over thirty years, usually as part of projects in the field of educators' education. This can be confirmed by looking at the vast amount of published texts about this topic, both alone (Magalhães, 1998(Magalhães, , 2007(Magalhães, , 2018) and with colleagues and followers (Celani & Magalhães, 2005;Magalhães & Liberali, 2004;Magalhães & Fidalgo, 2010, 2019Magalhães, Ninin & Lessa, 2014;Ninin & Magalhães, 2017;Jones & Magalhães, 2020, to quote but a few). Many professionals who, today work with the complexities of what we have come to know as PCCol (from the Portuguese, Pesquisa Crítica de Colaboração, or Critical Research of Collaboration, in a convulsivas e revolucionárias que são tão frequentes no desenvolvimento da criança.…”

Political, Contextual and Knowledge Dimensions of Teacher Education: A Perspective in the Light of Bakhtinian Thought

“…This dynamic that is established between the voices is a highly relevant aspect of the teacher education process, because the way the teacher trainer exercises his action through language has the potential to contribute to more training or even hinder the process, and, in the latter case, provide a less rich and dynamic training, as demonstrated in the study of Magalhães, Ninin, and Lessa (2014). Suppose the discourse, common in the Exact Sciences, assumes the character of an authoritarian word, almost as a universal and unquestionable truth, without much space for conflicting, questioning, problematizing voices.…”

Reviewing Critical Research Methodologies for Teacher Education in Applied Linguistics

“…The section is also based on Vygotskian followers who are currently working on the same or similar perspective (e.g., Stetsenko, 2017;Holzman, 1997Holzman, , 2002Magalhães, 2011Magalhães, , 2012Magalhães, , 2013Magalhães, , 2015Magalhães, , 2016Magalhães and Oliveira, 2016;Magalhães and Ninin, 2014;Ninin and Magalhães, 2017;Liberali, in print and AOP;Fidalgo, 2007, 2011;Fidalgo and Magalhães, 2017, in print;Fidalgo, 2013Fidalgo, , 2018 who debate critical collaboration within continuous education, mediated by language.…”