ABSTRACT
In this paper, we aim to shed light on the theoretical-analytical contributions obtained from the articulation of the dialogical perspective of language (BAKHTIN, 2000BAKHTIN, M. Estética da criação verbal. São Paulo: Martins Fontes, 2000.) and its performative view (BUTLER, 2003BUTLER, J. Problemas de gênero: feminismo e a subversão da identidade. Rio de Janeiro: Civilização Brasileira, 2003.; BAUMAN; BRIGGS, 2008BAUMAN, R.; BRIGGS, C. Poética e performance como perspectivas críticas sobre a linguagem e a vida social. ILHA - Revista de Antropologia. Florianópolis, v. 8, n. 1, p. 185-229, 2008.). The investigation is informed by a socioconstructionist epistemology of discourse and social identities (MOITA LOPES; 2006MOITA LOPES, L. P. (Org.). Por uma Linguística Aplicada Indisciplinar. São Paulo: Parábola Editorial, 2006.), and guided by the applied studies of language in situated contexts (RAMPTON, 2006RAMPTON, B. Language in late modernity. Interaction in an urban school. Cambridge: Cambridge University Press, 2006.) with a view to establishing a dialogue between local interaction and translocal/transhistorical dimensions. We begin by problematising the constructs of language, subject, reality and knowledge, key to any politically engaged research aimed at inventing alternatives for issues of contemporary life. We then present an analysis of the corporeal-discursive identitary performance of a teacher giving her demonstration class in a public selection as a way of illustrating our theoretical framework.
KEYWORDS:
corporeal-discursive performances; socioconstructionism; demonstration class
