Banca de QUALIFICAÇÃO: JOÃO ARTUR RODRIGUES FERNANDES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JOÃO ARTUR RODRIGUES FERNANDES
DATE: 09/07/2026
TIME: 09:00
LOCAL: ON LINE - VIDEO-CONFEREÊNCIA
TITLE:

The gestural dimension in collaborative writing in the classroom

 

KEY WORDS:

Gestures; collaborative writing; learning to write; classroom.

PAGES: 152
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Teoria e Análise Lingüística
SUMMARY:

This research investigates the gestures manifested during collaborative writing in the
classroom. To this end, it aims to analyze how four pairs of students use gestures
related to recognized textual objects in the writing exercise, with a view to: 1.
perceiving when students gesture to express doubts and resolve difficulties; 2.
investigating the nature of the gestures used in relation to particular textual objects,
observing whether they follow a standardization; and 3. ascertaining whether or not
the textual objects referenced through gestures are effectively inscribed in the
manuscript. Thus, the study seeks to answer the following research questions: a)
why and in what ways do the dyads express themselves gesturally in favor of
manuscript production? and b) how is the observed gesture determinant in the
attempt to clarify linguistic concepts, in establishing the semantics of words, and in
textual construction? The data collected constitute the dossier “Práticas de
textualização na escola,” from the Laboratório do Manuscrito Escolar (Lame/Ufal),
and were generated in 2017 in a school in Aveiro, Portugal, with the support of the
technological apparatus of the Sistema Ramos. This study is characterized as basic
and uses a qualitative approach to data analysis. The investigation is anchored
especially in research on gestures and collaborative writing as a theoretical-
methodological contribution. The gestures of the dyads were classified as iconic or
deictic, regarding their gestural character, and, regarding textual categories, were
related to spelling, graphic accentuation, punctuation, semantics, and the graphic-
spatial organization of the manuscript. The students resorted to gestures to
represent textual objects, indicate their inscription locations, and direct attention to
specific points on the sheet of paper. Furthermore, gestures were used during
discussions as a resource to aid in argumentation and the subsequent selection of
textual objects to be materialized in the manuscript.

COMMITTEE MEMBERS:
Presidente - 2226795 - MARIA HOZANETE ALVES DE LIMA
Externa à Instituição - FERNANDA MIRANDA DA CRUZ - UNIFESP
Externo à Instituição - GIOVANE FERNANDES OLIVEIRA - UFPel
Externa à Instituição - MARIANNE CARVALHO BEZERRA CAVALCANTE - UFPB