O movimento de (des)silenciamento em aula de Língua Portuguesa na rede estadual

• Ano de defesa: 2013
• Autor(a) principal: Amaral, Maria Feliciana da Silva
• Orientador(a): Liberali, Fernanda Coelho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Dessilenciamento; Silenciamento; Argumentação; Colaboração
• Palavras-chave em Inglês: Unsilencing; Silencing; Argumentation; Collaboration
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13643

The objective of the research is to critically understand the existing modes of (un)silencing in a public school classroom in São Paulo. This research aims at answering the following question: How does the movement of (un)silencing occurs in a Portuguese language class with a group of students in the second and later the third high school years? In order to answer it, it was necessary to investigate which modes of managing the interaction within the participants facilitated the process of silencing and which enabled the process of unsilencing. This study takes place within the Applied Linguistic context and it is based on Social Cultural Historical Activity Theory, which reiterates the importance of language as a genetic source of human activity and consciousness, as stated by Vygotsky (1934/1999), Leontiev (1977-78) and Engeström (1999). This is a Critical Collaborative Research PCCol (MAGALHÃES, 2006), which aims at understanding, observing, transforming and contributing to the development of students and teachers in such way that all participants involved in this movement interact while searching for alternatives towards a critical, citizenship participation. This project has selected and analyzed the interactions within the participants during three Portuguese language classes recorded in audio and video. The data analysis was organized within an enunciative-discursive-linguistic perspective. The results show that the unsilencing process may be facilitated by more collaborative class managing proposals. Nevertheless, it is essential that the teacher intentionally engages and employs the necessary efforts towards the development of managing modes that involve the group in this direction