Abstract
In this paper we discuss the relationship between discursive and linguistic dimensions by analyzing the pedagogical practices of a teacher who joined the methodology of the Portuguese Language Program Olympics - Writing the Future (PLO in Portuguese acronym). Grounded in dialogical theory of language (Bakhtin and his Circle), this methodology builds on the work with the genres of speech, which is why we also support us in these theoretical assumptions also support the analysis. We highlight how, in development work, the teacher sought to take into account the language in its complexity, covering its historical, social and dialogical dimension, seeking to overtake the methodology seated in the language of vision as a system. However, the teacher experienced the confrontation between died and new, between the linguistic and discursive, still tending their practice to the linguistic dimension. Still, the results indicate that this methodology represents a new move towards progressive achievement of discursive autonomy.
Keywords:
Teacher education; Teaching; Learning; Portuguese language; Dialogism