Banca de DEFESA: ROMÊNIA MENEZES PAIVA CHAVES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ROMÊNIA MENEZES PAIVA CHAVES
DATE: 20/11/2020
TIME: 09:00
LOCAL: https://meet.google.com/usw-yhyx-ppd
TITLE:

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KEY WORDS:

Orality; Conversations; Elementary School; Teaching practice.


PAGES: 173
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study aimed to analyze situations of oral interactions of the conversation genre, which occur between children and teacher in the classroom context in the early years of elementary school, as well as the role of the teacher in its conduction. To achieve this, issues related to language, orality, conversation, the role of the teacher as the main learning mediator and leader/facilitator of conversation situations in the classroom were addressed. The development of the research was based on the following premises: a) the conversation is a discursive genre of the language oral modality; b) as such, it has a thematic content, style, and compositional construction; c) as genre, it needs to be experienced to be learned; d) also, the teacher, as the main learning mediator, needs to provide these experiences in the classroom. The investigation aimed to answer the question: what situations of oral interactions in the genre conversation occur between children and teacher in a classroom of the early years of Elementary School and what is the role of the teacher in these occasions? The study assumed, as theoreticalmethodological basis, principles of the qualitative approach and the historical-cultural approach of L.S. Vigotski and propositions of M. Bakhtin for social sciences research. According to him, it is necessary to consider, in researches on human processes, the objects of study to be historical, social, and dialogical; they are in permanent construction and relating to their contexts; their understanding consists of discursive production shared by researcher and researched. As methodological procedures, semi-structured interviews and semi-participative observations were carried out and recorded in a field diary, supported by audio recordings. The empirical field consisted in a public school in the city of Natal/RN. The participating subjects were the teacher and the children of a second-year class of elementary school, aged between seven and eight years old. From the analysis of the data, it was possible to identify, in the dynamics of the class, the occurrence of conversations in three different situations: i) in routine activities of the classroom/content exploration; ii) in the exploration of literary texts; iii) and conflict resolution. Among these situations, quantitatively and qualitatively, conversations about daily routine activities and exploration of school content predominate, with restricted occurrences in other situations. While conducting these events, the role of the teacher is, at the same time, providing and limiting, since the situations in which the conversations occurred in the classroom characterize little possibilities of experimentation and learning of the genre to the children, in terms of active participation on the theme proposition and voice alternation. The conversations are led/controlled by the teacher and consist, almost totally, of a content exploration, having only a few opportunities to the insertion of the children as interlocutors with the right of voice and to listen to their specific expressive manifestations. Our study points out to the need of reconfiguration of teaching practices related to the children orality and, specifically, to the role of conversation in the school experiences, which demands a continuous formation concerning this theme.


BANKING MEMBERS:
Externa à Instituição - EVANGELINA MARIA BRITO DE FARIA - UFPB
Interna - 1801922 - ALESSANDRA CARDOZO DE FREITAS
Presidente - 6347805 - DENISE MARIA DE CARVALHO LOPES
Externa ao Programa - 350480 - GIANE BEZERRA VIEIRA
Externo à Instituição - TELMA FERRAZ LEAL - UFPE
Notícia cadastrada em: 06/11/2020 11:46
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