AS METODOLOGIAS ATIVAS E O DIALOGISMO BAKHTINIANO NO ENSINO/APRENDIZAGEM DE LÍNGUAS

Abstract

Methodologies are one of many paths to educational practices that support independence, critical thinking, democracy, respect, and the search for answers through research. Furthermore, this type of methodology assumes that every action of the mediator (teacher) requires reciprocity from the mediated (student). It is within this context that active methodologies dialogue with Bakhtinian dialogism, as Bakhtin addresses the concept of active responsive relationship, highlighting that every utterance necessarily anticipates a response. In addition, the author, based on Dostoevsky, establishes the concept of equipollent voices, meaning that there are no superior voices in discourse – which is also a fundamental principle of Active Methodologies. This article aims to investigate how active methodologies, from a dialogical perspective, (re)construct teaching practice. It presents a qualitative approach and the research typology is bibliographic. The main authors mentioned are Bakhtin (2002), Bakhtin (2011); Bakhtin (2016), Feuerstein, Feuerstein and Falik (2014). We present a didactic proposal that takes into account an Active Methodology that engages with Bakhtinian dialogism, the Problem-Based Learning. The conclusion reached is that the basic principles of active methodologies are entirely related to what Bakhtinian dialogism advocates.