Linguagem, dialogicidade e docência: o processo de formação em atos

Abstract

This text is part of the premise that the proposal of a formative work happens subsidized by reflections of pedagogical practice, moved both from the theoretical domain of knowledge and knowledge accumulated about education, as the ability to know mobilize them in concrete situations of articulation of language in a process of interpersonal relationship. The act of reflecting on practice, can be understood as a movement of active and interactive joint discursive capacity, a stock surge to review, rethink, reorganize and resume lived or experienced, which shows a steady work to go and come from a process of construction, reconstruction or deconstruction of an interior dialogue. In this perspective, this work takes aim to reflect on language as verbal interaction and exchange in the process of teacher training and understand how the articulation of this language can contribute to the construction of the identity of the teacher. For this, it is proposed to carry out a literature search, which speaks about the language in the dialogical approach of Bakhtin, Enunciation Theory and theoretical Exchange design of Paulo Freire, with the Pedagogy of Humanization. In this sense, the work will seek to understand and flag approaches between the two theoretical propositions, as well as the joint and characterization in the teacher training process.