Verbal-Visual Mediation: cultural artifacts of power and control for studies of school context in Applied Linguistics research
Palavras-chave:
Verbal-Visual Mediation, Artifacts, Power and Control, Applied LinguisticsResumo
In this article we explore the data and theoretical discussions of a larger
research (Tanzi Neto, 2016, 2017) and present one of the analysis tools of
the research group NUVYLA-CNPq (Nucleus of Studies and Research of
Vygotsky School in Applied Linguistics), created in 2018. In the framework
of a dialogue between Vygotsky, Bakhtin and Bernstein, the research group
seeks to demonstrate how the dimensions of verbal-visual utterances
(artifacts) practiced in school spaces - embedded of multiple languages
- mediate the formation of human consciousness. For this discussion, we
analyze the verbal-visuality of different exhibitors from two public school
contexts in Brazil. In the first one, of social base of more hierarchical
discursive relations, that is to say, of verbal-visual utterances more
controlled, the school space is not seen, by its participants, as a place to
reach new projects of life, neither as a space of belonging or as recognized
social positionings. In the second context, of social base of less controlled
relations of power and control, that is, that provides the voice, identity
and social position of its participants, we observe a reconfiguration of the
dialogical and axiological positions of its participants, creating a school
social context of belonging and recognition of its members to achieve
future projects.