O difícil de dizer em texto de instrução ao sósia sobre o trabalho docente: uma análise de fenômenos linguísticos prosódicos

Abstract

This research aims to study some prosodic linguistic phenomena in oral texts produced by the teacher, seeking to understand his difficulty in speaking, in expressing himself about his work in a research situation. Following a dialogical perspective of language, this study is supported by theoretical and methodological contributions from the Clinic of Activity (CLOT, 2005, 2007, 2010, 2017), the Conversation Analysis (MARCUSCHI, 1989, 2003, 2006, 2007), (KERBRAT-ORECCHIONI, 1990, 2006), (PRETI et URBANO, , 1990), (URBANO, 2005), Sociodiscursive Interactionism (MACHADO, 2007; BRONCKART, 2008). The methodological procedures for the production of the analyzed texts occurred by applying the instruction to the double (CLOT, 2010) method with two teachers of Portuguese and English from public schools in the state of Paraná, which resulted in two texts transcribed (PAGNONCELLI, 2018). Based on the analysis of these texts, this study seeks to identify linguistic marks that show oral language phenomena in the participants' texts, as well as to interpret their occurrences. Specifically, this research aims to identify, quantify and interpret the occurrence of prosodic linguistic markers in the two instruction to the double texts, relating to the difficult to say (CLOT, 2010). As a result, we noticed that there are eight recurring phenomena, namely syllabation, consonant prolongation, change of intonation, truncation, repetition of words / terms, emphatic intonation, pauses, vowel prolongation. From the interpretation of these phenomena, we realize their multiple functions, since they help, in addition to the organization of speech, in the maintenance of the shift and in the construction of meaning in the expression to instruct about work activities. We also note that, by understanding the different linguistic or prosodic markers, it becomes possible to analyze the difficult to say (CLOT, 2010) related to certain activities and work instruments, which reveals an obstacle to expressing the activity itself, which may be related to the difficulties faced in their own activity. Thus, this study demonstrates the complexity of the teaching activity and the obstacles faced, which are expressed in the instructions to the double by the re / occurrence of the linguistic phenomena presented above. It elucidates the importance of understanding these conversational resources in the instruction of the teaching activity itself, in order to contribute to the academic debate regarding the stimulation of the power of action of each worker.