A construção discursiva da identidade do disléxico: uma abordagem dialógica

Abstract

As, according to Bakhtin, the child begins to realize through the eyes of the other, thus beginning to express herself/himself in the volitional-emotional tones of that other with which she/he interacts through language, and as saying is saying about oneself, we propose in this dissertation a discussion on the relationship between language and discursive identity from the enunciative and dialogical perspective of the dyslexic subject‘s speech about herself/himself. The main purpose of this research is to analyze, in dialogical terms, how the identity of the dyslexic is discursively constructed through the speech genre testimony. As specific objectives, we intend: i) to examine how dyslexic subjects construct their discursive identity in this speech genre in reaction-response to an interlocutor; ii) to observe how the different social voices that cross the selected testimonies reflect and refract the meanings attributed to the word dyslexia. We have delimited five testimonials published on the websites of the Brazilian Association of Dyslexia (ABD) and the National Association of Dyslexia (AND) between the years of 2016 and 2018. As theoretical referential is centered in the assumptions of The Bakhtin Circle, for whom every discourse is dialogical and is said in relation to other discourses, enabling the triggering of different relations of meaning. It is a qualitative and interpretative research, and the methodology is based on the methodological orientations present in the works called Marxismo e Filosofia da Linguagem (2017) and Os Gêneros do Discurso (2016). The results of the analyzes suggest that the subjects and the meanings are constructed through interactions with one another, and the testimonies are a viable speech genre to analyze the volitional-emotional tones of the dyslexic. We also observed that the stereotypes attributed to the dyslexic were identified in the speech of these enunciators as a discourse that tries to deconstruct the stigmas through their discursive strategies: in the testimonies of dyslexic adults, there is a critical presence associated to the word dyslexia as an ideological sign, but it is related to the condition of the subjects to a constant overcoming, whereas, in the testimonies of the children, there is a common discursive intention of seeing dyslexia from the logic that it is not a problem and it can add some relatively beneficial learning situations adapted to the subject.