The purpose of the article is to identify main components of the activities of pupils in reading novels at the lessons of World and English literature at secondary school; to propose such types of ...dialogism, which will facilitate pupils’ understanding of novels; to describe the results of our pilot study which was organized in September-December 2019 at secondary educational institution №15 in t. Rivne at the lesson of English literature with the aim to analyze the types of dialogism in the process of reading and understanding a novel by pupils.
Methods and methodical instrumentation of the research. The following scientific methods were used: holistic analysis of the text, problem-thematic analysis, also comparative analysis (Bondarenko, 2016); the descriptive method, the method of distributive analysis, the method of syntactic transformation of text material (Voronkova, 2020).
The results of the research. Taking into account the features of senior children, we have identified three main components of the activities of pupils in reading novels at the lessons of World and English literature at secondary school. These components are: (1). A cognitive component, that has in its structure: a) contexual reading; (b) interpretive reading; (c) semantic reading. (2). A communicative component. (3). Subjectly-oriented component. We proposed such types of dialogism: (1). Subordinated dialogism, which involves taking into account the personality of the author of the text (or its heroes), which in this case is the subject of the novel. (2). Coordinative dialogism, which, unlike subordinated one, is oriented not so much to the personal aspect as to the procedural nature of interaction in the broad meaning. 3. Personality-reflexive dialogism which is the most meaningful in terms of understanding of the partner in the process of quasi-communication.
Conclusions. In general, senior pupils tend to focus on coordinative type of dialogism in the process of reading a novel, because, first of all, the procedural interaction between schoolchildren and the author of the novel is quite important for them. In order to actualize subordinate and personality-reflexive dialogism, in our opinion, senior pupils should be involved into the activity of translation of novels written in a foreign language (it is a translation from a foreign language into their native language).
Navegantes que procuram por novos mundos Ribeiro, Tayse Castelo; Furriel, Weruska Karrize Soares Coutinho; Ribeiro, Ormezinda Maria
Travessias,
08/2023, Letnik:
17, Številka:
2
Journal Article
Recenzirano
Odprti dostop
As dificuldades relatadas por estudantes do Ensino Médio ao produzirem textos escritos têm sido frequentes, principalmente no contexto atual, pós-pandemia. Assim, considerando o percurso das ...pesquisadoras acerca do componente curricular de Língua Portuguesa, apresentamos um relato de experiência sobre oficinas de escrita criativa desenvolvidas com o objetivo de despertar o potencial de escrita autoral de alunos do Ensino Médio de uma escola pública em Águas Lindas - GO. A fim de gerar dados que demonstram a percepção dos alunos participantes em relação às aulas de Produção Textual, foi aplicado um questionário via Google Forms. O perfil desta investigação parte da concepção de linguagem como produto sócio-histórico, que se apoia em três conceitos basilares da teoria Bakhtiniana: enunciação, gêneros do discurso e dialogismo, em consonância com a Base Nacional Comum Curricular (BNCC) que delimita a necessidade de valorizar práticas pedagógicas literárias com o propósito de despertar o senso estético, o encantamento imaginativo e criativo dos estudantes, possibilitando-lhes novas experiências, conforme mostram os resultados parciais. De forma poética, relacionamos o projeto a trechos extraídos do capítulo do livro A Alegria de Ensinar (1994), do célebre educador Rubem Alves.
En este artículo se analiza la crítica que el cyberpunk, como género literario, realiza a la forma de vida adoptada por la sociedad posmoderna; para ello, se toma como objeto de estudio la novela La ...primera calle de la soledad del mexicano Gerardo Horacio Porcayo, y como metodología las teorías de la intertextualidad y el dialogismo. Mediante este análisis se ponen de manifiesto ciertas características tanto estructurales como temáticas que reflejan, primero, el estilo narrativo común en obras de este género y, segundo, los problemas planteados por la literatura cyberpunk, por ejemplo: el enfrentamiento entre el humano y la tecnología.
This paper discusses the word as a discursive and ideological phenomenon in social interactions. To reflect on this issue, we have as a general objective to carry out a theoretical-methodological ...discussions of the word under a discursive perspective, whose support is based on the assumptions of the Bakhtin (2006, 2008, 2019), Volóchinov (2017), Medviédev (2016) and adjacent, like Brait (2006, 2013), Faraco (2009) and others. The methodology of this research followed a qualitative approach of interpretative nature (MINAYO, 2001; SILVEIRA & CÓRDOVA, 2009), based on the research proposal in line with the Dialogic Discourse Analysis, which is supported by the postulates of Bakhtin Circle thinking. The analysis is based on a contemporary cartoon published in digital media by Jota Camelo. The results show that when taken into account the ideological meanings that surround the discursive production, the word takes on an amplitude that crosses structural boundaries and thickens in the responsive character of the constitution of the subject of language.
I många samhälleliga sammanhang återkommer en uppmaning att lyssna på barn, inte sällan med hänvisning till FN:s barnkonvention och kanske särskilt artikel 12 om rätten att bli hörd. Men vad innebär ...det att lyssna på barn? Mängder av böcker om lyssnande till barn som riktar sig till yrkespraktiker och andra som möter barn i sitt vardagsliv publiceras kontinuerligt. Vi saknar emellertid en kritisk diskussion som sätter frågor om lyssnande, lyssnande på barn och det goda lyssnandet i en större teoretisk kontext. Mot den bakgrunden har föreliggande artikel tillkommit. Lyssnandets problematik diskuteras här primärt i relation till monologiska och dialogiska perspektiv på kommunikation samt i relation till olika synsätt på barn (barnsyn) som lika eller olika vuxna. Avslutningsvis pekar vi på etiska implikationer som följer i kölvattnet av olika teoretiska perspektiv på lyssnande och lyssnande på barn.
Although Bakhtin and Hegel's ideas are not very clearly related at first glance, and especially since Bakhtin is critical of Hegel and his dialectical method in his explicit statements, yet, ...Bakhtin's principles let us have an intertextual reading of his texts and his dialogism, as a framework of his thought, based on Hegel's dialectic. This intertextual reading consists of three parts: In the first part, the dialectical moments, which are "in-itself", "for-itself", and "in-and-for-itself" are identified in Bakhtin's dialogism. The second part is devoted to a review of Bakhtin's dialogism with the help of the logical concepts of "universal", "particular", and "individual" from Hegel's philosophy. In the third part, Bakhtin's claim that Hegel's dialectic is monologic is examined. As a result of this intertextual reading, although Bakhtin's hidden dialogue with Hegel is revealed, this dialogue does not yet mean that his thought is in complete agreement with Hegel's..
Introducción: Este trabajo trata un tema de gran pertinencia actual: la necesidad de avanzar en la generalización y aplicación didáctica de los contenidos actitudinales para hacer aportes ...transculturales oportunos a la formación posgraduada. Métodos: Con base en las conceptualizaciones bajtinianas sobre la voz del otro, la investigación asume los presupuestos teórico metodológicos del dialogismo y la polifonía transcultural y se sitúa en el paradigma cualitativo para estudiar su objeto desde la etnografía educativa. Resultados: Presenta los lineamientos de una alternativa didáctica para el tratamiento de la actitud ante lo dicho en el entorno científico académico de la Maestría en Estudios lingüísticos del español como lengua extranjera de la Facultad de Español para No Hispanohablantes de la Universidad de La Habana. Se describe la polifonía transcultural de las voces en ese contexto. Conclusiones: El no tener voz ante lo dicho también opera en este ámbito científico académico: se presentan actitudes y posicionamientos que opacan o excluyen a quienes no pertenecen al mismo círculo personal o de intereses social, cultural, académico y profesional.
•Refugee-background language learners with emergent literacy face unique challenges.•Gender impacts on education pre-displacement as well as post-settlement.•Different constructions of gender impact ...on available and imagined identities.•Efficient and targeted language instruction is required for refugee-background women with emergent literacy.•Learner agency and identity should be recognised and capitalised on.
Forced migration can bring adults who have previously been denied formal education and print literacy into contact with highly technological and literacy dependent societies that lack the knowledge and expertise to cater to them as simultaneous learners of language and literacy. As educational disadvantages are often conditioned by gender, many of these learners are also women and mothers who may continue to have fewer opportunities to engage in education after settlement due to their gender and life roles.
This qualitative study focuses on the experiences of fourteen refugee-background women settled in Sweden and New Zealand, who had no formal education or literacy prior to displacement. Employing a Bakhtinian dialogical framework, it investigates their lived experiences in terms of agency, affordances and identity and argues that the complexity of simultaneous language and literacy acquisition is often underestimated.
Based on fieldwork among activists campaigning for the rights of foreign nationals, this paper describes the use and meaning in context of specific language practices guided by the following ...interactive rule: “‘don’t speak on behalf of those concerned’, as it manifests in this specific battleground. The research, based on oral data (recorded or note-taking), is situated in discourse analysis and make the hypothesis that discourse is, by essence, marked by dialogics (Bakhtin). First, we highlight the fact that this meta-communicational rule is a not just a practice but also a “principle”, and moreover the need to take into account a complementary principle, that of “speaking for oneself”. The findings showed that speakers claiming the principle “‘don’t speak on behalf of those concerned’ vary in status, that the meaning devoted to the principle itself varies in interaction, especially since activists group maintain a system of competitive relationships.
This article contributes to the scholarly discourse on Mikhail Bakhtin’s ambiguous concept of “chronotope” (time-space). As Bakhtin “explains” his understanding of “time” and “space” in Forms of Time ...and Chronotope in the Novel in the footnote alluding to Kant’s “Transcendental Aesthetics”, claiming to understand “time” and “space” not as “transcendental” but as the forms of the “most immediate reality”, various commentators have focused on the Bakhtin-Kant connection to grasp the term’s conceptual meaning. Responding to the previous scholarly discourse, which has not taken into the consideration the materialist dimension of Bakhtin’s thought, the study reconstructs Bakhtin’s axiology present in his analysis of particular chronotopes and subsequently illustrates chronotope as a materialist anti-ideological tool.
PDF
