SOME CONCEPTS OF THE BAKHTINIAN DIALOGIC THEORY OF DISCOURSE AND THE LITERATURE TEACHING

This article - part of the postdoctoral project A Bakhtinian theoretical and methodological approach of the literary collection of the National Program School Library (PNBE) / 2013 for high school – aims to show the relevance of some concepts of Bakhtin’s theory of discourse for teaching literature. In working with literature in the classroom, if we want to face the evils of its inadequate schooling (SOARES, 2011), it is important to understand concepts such as dialogism, which helps to address the different stylistic and axiological layers of the artistic discourses in general, not only of the literary ones. Working didactically with the notion of “dialogic construction” of the literary discourse means to form readers able to notice the nuances of the polysemic text, who can build interpretations of it according to their world view and knowledge, who can make “aesthetic and / or affective” appreciations with confidence and develop “appreciations on ethical and / or political values” (ROJO, 2004). Under Bakhtin’s perspective, it is understood that communication is done through the concrete utterance comprising two parts: the part perceived or performed on words and the assumed part - the spatial and ideational horizon shared by speakers; its distinctive feature is that it provides a myriad of connections with the extra verbal context of life (BAKHTIN, VOLOSHINOV, 1976). The understanding of the concept of concrete utterance contributes to the teacher perceives the question of ideology from the Bakhtinian point of view - everything that involves the worldview and its value scale. This notion allows us to see the positive and negative values that run through all the discourses and constitute them as discourses from different social voices