Entre ecos e dissonâncias: um encontro dialógico entre Vygotsky (1896-1934) e o círculo de Bakhtin (1895-1975)

Abstract

This dissertation proposes a critical and interdisciplinary dialogue between the theories of Lev Vygotsky and the Bakhtin Circle, aiming to highlight the convergences and tensions that emerge from their respective approaches to language, consciousness, subjectivity, and human development. It is based on the hypothesis that Vygotsky and Bakhtin were mutually acquainted with each other's works, although there is no direct evidence of formal contact between them, as well as they shared intellectual circles in the Soviet Union during the 1920s and 1930s. This shared context may have enabled a meaningful exchange of ideas, particularly regarding language as a social phenomenon and the formation of dialogical consciousness. The historical-cultural analysis developed in this thesis emphasizes the active involvement of both authors in debates on semiotic mediation and social interactions, which enriched their theoretical conceptions and fostered an implicit dialogue within their perspectives. In this regard, the study underscores the centrality of dialogue as a structuring element of consciousness and as a social and psychological mediator in the subject constitution. While grounded in distinct theoretical frameworks, the theories of Vygotsky and the Bakhtin Circle converge in their understanding of discourse as a polyphonic phenomenon and of inner speech as internalized dialogue. Moreover, the thesis deepens the analysis of the relationships among language, culture, and identity, positioning subjectivity as both a product and a producer of social relations. In doing so, it reaffirms the potential of theoretical dialogue between Vygotsky and Bakhtin to inspire renewed reflections on the human condition. Finally, the work highlights the importance of expanding this critical interlocution between the two authors as a means to stimulate contemporary debates in the fields of education, culture, and psychology, contributing to the construction of a critical and emancipatory pedagogy committed to social transformation.