Teaching Portuguese Language from the point of view of enunciation: a didactic proposal based on Dialogical Discourse Analysis

The presence of Dialogical Discourse Analysis in Portuguese language teaching implies working with concrete statements, with living language, in circulation in the social context. Faced with the emergency of a reform in Portuguese language teaching that goes beyond the approach of grammatical issues in isolated sentences, we aim, in this paper, to present theoretical and practical aspects and reflect on teaching from the point of view of enunciation. To achieve this, we seek to understand issues such as dialogic alterity, the use of genres of discourse, and grammar teaching from the perspective of enunciation, aspects discussed by authors such as Volochinov (2018) Sobral and Giacomelli (2016; 2021) and Guimaraes (2021). Methodologically, we used the bibliographical research and resorted to Volochinov and Bakhtinian authors for building a didactic proposal for the teaching of Portuguese from an enunciative perspective. We have not put into question the works taken as our basis because tis in not the aim of our paper. This paper aims to contribute to the reflection on the teaching of Portuguese language, as well as to promote practical changes so that students understand that, more than a school subject, Portuguese language is a language of communication, in constant development, and that understanding it and making themselves understood through it makes them critical and autonomous subjects in the world they live.