ELEMENTOS AXIOLÓGICOS DA LINGUAGEM NA PRÁTICA DE LEITURA EM CONTEXTO DO PROGRAMA MAIS APRENDIZAGEM

Abstract

As observed in the studies of the Bakhtin Circle, the social axiologies, the values of each social group are the foundations of the constitution of concrete statements through which subjects interact in the world. Thus, whenever an utterance is addressed to the other and to the established situation, the expression of language is accompanied by an evaluative tone, a tone of emotions, feelings, social, cultural and historical values, characteristic of social human nature. Based on these assumptions and in the reading research in the Brazilian context under a dialogical-evaluative perspective, we seek to understand how social axiologies – extraverbal context, intonations and value judgements – are mobilized in the reading practices of short stories in the context of the Further Learning Program (PMA). To this end, this research is supported by the dialogical theoretical contribution of language from the Bakhtin Circle (BAKHTIN, 2010, 2011, 2015, 2016; VOLÓCHINOV, 2017, 2019, 2021; MEDVIÉDEV, 2016, 2019), the field of Applied Linguistics, about which we discuss dialogic reading font (ROJO, 2004; MENEGASSI et al. 2020; MENEGASSI et al. 2021, 2022). Methodologically, a qualitative-interpretative research was used (BORTONI-RICARDO, 2008), with a collaborative approach, since the researcher is part of the PMA context, in order to establish a collaborative relationship with the instructor to verify, problematize and instigate the debate and understanding of the axiological aspects that constitute the concrete headings and reading practices of the PMA. The results of the analyzes demonstrate that: a) the mobilization of axiological concepts in the context of PMA allows the text to be positioned as a living discourse and its interlocutor/reader/student as an active participant in the reading process; b) from the axiologies, intonation is established as a bearer element on the social evaluation in reading practices; c) working with the extraverbal context allows the understanding that the text has an author, socially positioned, who writes considering the achievement of an intention; d) from an axiological point of view, the dialogues and reading responses, in the context of PMA, reveal the reader's own ideological positions and value judgments; e) the reading class, as a language social practice, is constituted as a discursive event.