Gêneros do ensino: uma abordagem bakhtiniana

  • Elsie Rockwell Estudios Avanzados do Instituto Politécnico Nacional
Palavras-chave: Gêneros do ensino. Interação em sala de aula. História do ensino


Este artigo enfatiza a natureza cultural e histórica do ensino. Com base na teoria dos gêneros do discurso de Bakhtin, aborda-se a interação em sala de aula como um gênero secundário que reflete a história do ensino em cada localidade. A análise de uma aula observada em uma comunidade rural no México mostra como gêneros de origens diversas comunicam diferentes tipos de conhecimentos, quando imbricados na conversação em curso na sala de aula


This article stresses the cultural/historical nature of teaching. Drawing on Bakhtin’s theory of speech genres, it approaches classroom discourse as a composite genre that reflects the history of teaching in each locality. The analysis of a lesson observed in a rural school in Mexico shows how genres drawn from a variety of sources convey different sorts of knowledge as they are woven into ongoing classroom conversation.

Keywords: teaching genres, classroom discourse, history of teaching


Não há dados estatísticos.


Anderson-Levitt, Kathryn M. (2002). TeachingCultures: Knowledge for Teaching First Grade in France and the United States. Cresskill, NJ: Hampton Press.

Bakhtin, Mikhail. (1984). Problems of Dostoevsky’s Poetics. Minneapolis: University of Minnesota Press.

_______. (1986). The Problem of Speech Genres. In: Speech Genres and Other Late Essays. Caryl Emerson and Michael Holquist, Eds. Austin: Universtity of Texas Press, pp. 60-102.

Ballenger, Cynthia. (1997). Social Identities, Moral Narratives, Scientific Argumentation: Science Talk in a Bilingual Classroom. Language and Education 11 (1): 1-14.

Bauman, Richard. (1977). Verbal Arts as Performance. Prospect Heights, Il: Waveland Press.

Briggs, Charles L. (1988). Competence in Performance. Philadelphia: University of Pennsylvania Press.

Briggs, Charles L.; Bauman, Richard. (1992 ). Genre, Intertextuality and Social Power.

Journal of Linguistic Anthropology 2 (2): 131-172.

Bronckart, Jean-Paul. (1994). Lecture etécriture: élements de synthèse et de prospective.

In: Les Interactions lecture-écriture. Yves Reuter, ed. New York: Peter Lang, pp.


Candela, Antonia. (1999). Student´s Power in Classroom Discourse.Linguistics and Education.

: 1-25.

Cazden, Courtney. (1988). Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann.

_______. (1996 ). Selective Traditions: Reading of Vygotsky in Writing Pedagogy. In: Discourse, Learning and Schooling. Debora Hicks, ed. Cambridge: Cambridge University Press, pp. 165-185.

Christie, Frances. (1987 ). Young Children’s Writing: From Spoken to Written Genre.

Language and Education 1 (1) 3-13.

De Certeau, Michel. (1994). La cultura plural. Buenos Aires: Nueva Visión.

Erickson, Fredrick. (1996). Going for the Zone: The Social and Cognitive Ecology of Teacher-Student Interaction in Classroom Conversations.In: Discourse, Learning and Schooling. Deborah Hicks, ed. Cambridge: Cambridge University Press, pp. 29-62.

Foley, Douglas. (1990). Learning Capitalist Culture: Deep in the Heart of Tejas. Philadelphia: University of Pennsylvania Press.

Foster, Michèle. (1995 ). Talking that Talk: the Language of Control, Curriculum and Critique. Linguistics and Education 7: 129-150.

Freedman, Aviva; Medway, Peter. (Orgs.). (1994). Genre and the New Rhetoric.London: Taylor and Francis.

Gee, James. (1996 ). Vygotsky and Current Debates in Education: Some Dilemmas as After-thoughts to Discourse, Learning, and Schooling. In: Discourse, Learning and Schooling.

Deborah Hicks, ed. Cambridge: Cambridge University Press, pp. 269-282.

Hicks, Deborah. (1996 ). Contextual Inquires: a Discourse-Oriented Study of Classroom Learning. In: Discourse, Learning and Schooling. Deborah Hicks, ed. Cambridge: Cambridge University Press, pp. 104-141.

Hill, Jane; Hill, Kenneth. (1986 ). Speaking Mexicano: Dynamics of Syncretic Language in Central Mexico. Tucson: University of Arizona Press.

Kozulin, Alex. (1996). A Literary Model for Psychology. In: Discourse, Learning and Schooling.

Debora Hicks, ed. Cambridge: Cambridge University Press, pp. 145-164.

Kress, Gunther. (1997). Before Writing: Rethinking the Path to Literacy. London: Routledge.

Lemke, Jay L. (1990). Talking Science: Language, Learning and Values. Norwood, NJ: Ablex.

Mannheim, Bruce; Tedlock, Dennis.(Orgs.). (1995 ). The Dialogic Emergence of Culture.

Chicago: University of Illinois Press.

Maybin, Janet. (1994 ). Children’s Voices: Talk, Knowledge and Identity. In: David Graddoletalli.

(Orgs.).Researching Language and Literacy in Social Context. Clevedon, UK: Multilingual Matters, pp. 131-150.

Mehan, Hugh. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard University Press.

Mercado, Ruth. (1994). Saberes e Social Voices in Teaching. In Amelia Alvarez and Pablo Del Río (Orgs.). Education as Cultural Construction. Madrid: Fundación Infancia y Aprendizaje, pp. 45-53.

Mercer, Neil. (1995). The Guided Construction of Knowledge: Talk amongst Teachers and Learners.

Clevedon, UK: Multilingual Matters.

O’Connor, Mary Catherine; Michaels, Sarah. (1996). Shifting Participant Frameworks: Orchestrating Thinking Practices in Group Discussion.In: Discourse, Learning and Schooling. Debora Hicks, ed. Cambridge: Cambridge University Press, pp. 63- 103.

Rockwell, Elsie. (1992 ). Tales from Xaltipan: Documenting Literacy and Orality in Rural Mexico. Cultural Dynamics5 (2) 156-175.

_______. (1995 ). En torno al texto: tradiciones docentes y prácticas cotidianas. In: ElsieRockwell (Org.) La escuela cotidiana. Mexico City: Fondo de Cultura Económica, pp.


_______. (1996 ). Keys to appropriation: Rural Schools in Mexico. In: Bradley Levinson etalli (Orgs.). The Cultural Production of the Educated Person. Albany: State University of New York Press. Pp. 301-324.

Schneuwly, Bernard. (1994). Tools to Master Writing: Historical Glimpses. In: James Wertsch and Juan Daniel Ramirez (Orgs.) Literacy and Other Forms of Mediated Action.

Madrid: Fundación Infancia y Aprendizaje. Pp. 137-146.

Sinclair, John; Coulthard, Malcolm. (1975). Toward an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford: Oxford University Press.

Swales, John M. (1990 ). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.

Wells, Gordon. (1993). Reeevaluating the IRF Sequence: a Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom. Linguistics and Education 5: 1-37.

Wertsch, James. (1991). Voices of the Mind: a Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.

Como Citar
Rockwell, E. (2016). Gêneros do ensino: uma abordagem bakhtiniana. Trabalhos Em Linguística Aplicada, 51(2), 487-513. Recuperado de https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8645364