Contributions of dialogic studies to the teaching and learning of the Portuguese Language

This study aimed to carry out an investigative paper on the teaching and learning of Portuguese language practices that are concretized in High School, under the horizon of dialogical studies. For that, we used the contributions of Bakhtin (2006 [1979]), Medviedev (2016 [1928]) and Volochinov (2017 [1929]) to subsidize the research. The dialogical approach has shown that there are several possibilities to analyze the manifestations of language, and that the different statements can be understood as genres of discourse. In this direction, the manuscript is structured in two sections: a) Dialogism and axio(day)logical relations and teaching of portuguese language, and b) Dialogical movements of language in a quino strip. The results pointed to the fact that language practices under the horizon of dialogic studies enhance teaching and learning, insofar as they situate student subjects constitutively in face of socio-historical-ideological factors.