“Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education

Abstract

This article aims to recognize writing and rewriting conceptions of fifteen teachers in initial formation in order to understand what discourses these research interlocutors assume in a dialogical situation with otherness, in the encounter of the other word with the word other (CERUTTI-RIZZATTI, MOSSMANN, IRIGOITE, 2013). For that achievement, we analyzed data from a questionnaire and interventions of these teachers in a text written in the state of vestibular. The concepts of ideological literacy (STREET, 2010, 2014) and dialogism (BAKHTIN, 2003; BAKHTIN/VOLOCHINOV, 2006) support our analyzes which also show reaffirmed conceptions of structural writing and rewriting, with signs of dialogism, and the constitution of a “teacher interlocutor” identity, that little broadens the school junction of the other word with the word other.