A construção conjunta do conhecimento: uma análise da fala-em-interação em sala de aula a partir da organização sequencial de perguntas e respostas

• Ano de defesa: 2014
• Autor(a) principal: Silva, Maurício Carlos da
• Orientador(a): Ladeira, Wânia Terezinha
• Banca de defesa: Gediel, Ana Luisa Borba , Barcelos, Ana Maria Ferreira , Vieira, Amitza Torres
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Letras
• Departamento: Estudos Linguisticos e Estudos Literários
• País: BR
• Palavras-chave em Português: Construtivismo (Educação); Sociolinguística; Etinometodológica; Conhecimento - Aprendizagem
• Palavras-chave em Inglês: Constructivism (Education); Sociolinguistics; Etinometodológica; Knowledge - Learning
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: http://locus.ufv.br/handle/123456789/4883

This research, based mainly on the Ethnomethodological Conversation Analysis, investigates the co-construction of knowledge through the adjacent pair question-answer interaction between teacher and students in classroom. Data were collected through participant observation and audio recording of the talk-in-interaction in a class of the Technical Course in Agroecology integrated to high school, in a Federal Institution from Minas Gerais. After collecting the data, the recordings were transcribed and analyzed from an emic perspective, as suggested by Sacks, Schegloff, Jefferson (1994) and Garcez (2008) for whom this type of work is the "description of human social action by the observation data of natural occurrence of this action through the use of language" (GARCEZ 2008, p. 22). The data analysis was divided into two sections considering the activities performed by the teacher and the students. The first section was divided into two stages, the first one refers to the interaction between the teacher and the group of students who did a presentation on Sustainable Development, and the second moment corresponds to the interaction between the teacher and the group who presented about Biofuels. The second section is an analysis of interactional talk between the teacher and the whole class, which was called Co-Construction of Knowledge. The analysis revealed that the use of questions and answers on the interaction between teacher and students is very frequent and it does not happen unpretentiously, on the contrary, it happens articulately and, in some situations, is strategically directed to the production and interpretation of a common meaningful discourse. Considering the objective of this research, it corroborates the importance of studying this dialogic pair to understand how the talk- in-interaction is organized in the classroom for the joint construction of knowledge.