Parceria Universidade-Escola na Sala de Aula de LI: (rel)ações, legitimação e deslocamentos do dizer/fazer

Abstract

The extension project “UNISALE University-School Partnership”, part of the Interfaces Program of Foreign Language Training of the Faculty of Arts of the Federal University of Minas Gerais (UFMG), has been working for the union of two public institutions for the teaching of English language, namely the elementary school and the university, which historically have been marked as distinct and distant (REIS; et al. 2019). Thus, this master's research, inserted in the area of Applied Linguistics, aims to investigate and understand the discourse of the subjects (teacher, researcher-partner and students) involved in a university- school partnership, in the project described above, through a discursive approach that considers the principles and procedures of Discourse Analysis (ORLANDI, 2015). The classroom, locus where these subjects meet, is considered and we understand it as a complex nonlinear system (MAGNO E SILVA; PAIVA, 2016) surrounded by a unique and at the same time unstable social construction (GREEN; DIXON, 1994). Thus, this study is understood as a qualitative classroom research linked to a case study and the corpus generated during the six months of the partnership is composed of interviews, narratives, questionnaires, monthly reports, observations and field notes. As analytical procedures, we have used assumptions of Discourse Analysis, especially discursive resonances (SERRANI, 2005), and precepts of Applied Linguistics that have helped us to interpret the thematic axes of the corpus. From the analysis of the meaning effects of the discourse of these subjects, the discursive formations they are enrolled and the representations and identifying processes that they mobilize previously, during and after the interventions of the project in the classroom were grasped. The results indicate the movement of (rel)a(c)tions and identification processes between the partners that result in discursive and identity shifts (NEVES; et al., 2013; TAVARES, 2010; NEVES, 2008) of the teacher and her legitimation in the teaching position in the classroom, which culminates in a process of accountability (REIS, 2018a) and transposition of a suspension effect (REIS, 2018b) that marked her early career in this context. Highlighting the social construction of the classroom, students also move during the university-school partnership building a more successful relationship of alterity with the teacher and also undergo shifts regarding the English language, the classes and their ability as English language learners. Thus, we argue that this university-school partnership acts as a singular discursive event (PÊCHEUX, 2006) where, in seeking to repeat a discourse ‘already-said’, the subject finds other possibilities of (self) saying and doing that were not possible before, providing more fruitful encounters between the university and the school and between the teacher and her students in the classroom.