Banca de QUALIFICAÇÃO: LIVIA CRISTINA DOS SANTOS SILVA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : LIVIA CRISTINA DOS SANTOS SILVA
DATA : 05/07/2018
HORA: 14:30
LOCAL: Auditório do CCET
TÍTULO:

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PALAVRAS-CHAVES:

argumentation, construction of knowledge claims, criticism of knowledge claims, climate change

PÁGINAS: 120
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This study investigates how a set of students articulates the construction and critique of knowledge claims in the context of the development of argumentative tasks on climate change. Therefore, we examined the discourse from a group of students from the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte involved in argumentative tasks along a four-month didactic sequence organized on the basis of the climate change subject matter. The teaching sequence consisted of a mixture of lectures and guided learning tasks, focused on the argumentation and / or critical analysis of information, which required active participation of the students. Among the tasks performed during this period, the preliminary analysis presented in this text rests on those related to a debate on the anthropogenic perspective of climate change. Specifically, the tasks were: preparation of arguments for the debate performance, execution of the debate and collective evaluation of the debate. The task development process was recorded in audio and video and the content of the audios was transcribed using the video as support. The main issues examined in the transcripts’ analysis were: At what moments of the argumentative process do the students express construction or criticism of knowledge claims? What aspects of the argumentative process fostered expressions of construction or criticism of knowledge claims? How are the construction and critique of knowledge claims related at the argumentative context examined? To analyze the data, we use the framework of dialogical analysis of discourse that is based on Bakhtin's studies about language. As preliminary results we identify that students criticize the statements of others and their own when receiving feedback from the teacher and are able to construct new meanings based on the criticisms made. We also identify that criticism and construction of knowledge statements feedback each other and can occur simultaneously in the context of argumentation. It is intended that the conclusions of this investigation can help to instrumentalize the work of the teacher in the classroom to promote the construction and critique of knowledge claims in the context of the argumentation.

MEMBROS DA BANCA:
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA
Interna - 1169920 - BERNADETE BARBOSA MOREY
Externa à Instituição - FERNANDA OSTERMANN - UFRGS
Externo à Instituição - SUZANI CASSIANI - UFSC