"Why are you laughing, teacher?": Reading and Alterity in History Teaching
DOI:
https://doi.org/10.11606/issn.2236-4242.v38i1p292-307Keywords:
History Teaching, Linguistic Philosophy, Dialogic Theory, Reader FormationAbstract
This article aims to address the specificities of reading in History classes, based on the concept of dialogism from Mikhail Bakhtin's Linguistic Philosophy (2011; 2017). For this purpose, the article centers on an episode analyzed in a master’s thesis, that investigated the role of text and reading in middle school History classrooms. We begin from the premise that reading is a responsive act — one in which the reader actively engages with the text to construct meaning — thus challenging reductive conceptions of reading. Therefore, taking into account the interrelationship of time and space, a concept that allows the analytical approach regarding the past in History teaching, we aim at reflecting on the place of alterity in the act of reading in this curricular subject. We understand that establishing a sense of alterity in relation to time allows the attribution of meanings dialogically from an exotopic point of view, that calls for counter-words - new texts - that move towards the current time.
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