Dialogic status to Linguistic Analysis: theoretical and pedagogical characterization

Abstract

This article presents a dialogic status to the pedagogical practice of Linguistic Analysis – LA. It does so on the basis of the Bakhtin Circle’s dialogic theory and from the perspective of Dialogic Discourse Analysis. The theoretical and pedagogical characterization is responsive to LA retrospective trends emerging within three decades of development in Brazilian Applied Linguistics. It encloses theoretical, conceptual, and methodological planes, in addition to seeking to open up interpretations with a view to (re) guiding propositions on how to address the object under scientific and practical approaches. Results reveal the following: from a dialogic perspective, LA presents: a) pragmatic aims, by imbuing linguistic phenomena, disclosed in texts which are put into action by discourse genres, with axiological interpretation. This is made possible by the style-grammar relation; b) social aims, by allowing for expansion of social and ideological awareness of subjects involved with teaching and learning. Thus, it corroborates comprehension and valuational production of discourse, in addition to transformation of social relations.