Subjetividade e intersubjetividade em cadernos pedagógicos: a presença do professor-pesquisador em produtos voltados à educação básica

Abstract

This article investigates the marks of subjectivity and intersubjectivity present in the teaching material called Pedagogical Notebook, produced by master's students within the scope of the Programa de Mestrado Profissional em Letras, on a national network, in Brazil. The Pedagogical Notebook is the product of interventional investigations carried out by teacher-researchers, in their classrooms, and is aimed at Portuguese language teachers in basic education, especially in public schools. The objective of this article is to analyze the presence of (inter)subjectivity in the Pedagogical Notebook, observing how the master's student constitutes himself as a teacher-researcher, when interacting with his peers and guiding the teaching-learning process through the teaching material produced. To this end, we are based on the studies of Bakhtin (2000[1979]), since we take the Pedagogical Notebook as a discursive genre, and on the concepts of subjectivity and intersubjectivity proposed by authors such as Benveniste (2006[1974]) and Ducrot(1988), among others who offer theoretical support on the constitution of the subject in speeches. The research carried out is qualitative and interpretive in nature and has a corpus of 10 (ten) Pedagogical Notebooks. In the material analyzed, we observed that, through linguistic-enunciative and discursive marks, the authors positioned themselves as active subjects, assuming the role of teacher-researchers. Based on the adopted language conception, they demonstrate their position in relation to the teaching-learning process and guide their interlocutors, who are also basic education teachers, to use the material.