Procedimentos de abertura e fechamento de tópicos na interação em sala de aula
This study is part of interactional perspective, focusing on Conversation Analysis theories, from the Textual Interactive Perspective and Text Linguistics . This research, from its guiding questions, aims at understanding the interaction between teacher and students in the process of the knowledge c...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/16322 |
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| Resumo: | This study is part of interactional perspective, focusing on Conversation Analysis theories,
from the Textual Interactive Perspective and Text Linguistics . This research, from its
guiding questions, aims at understanding the interaction between teacher and students in
the process of the knowledge construction as well as at describing, analyzing and
understanding aspects of topical organization speech in the classroom in elementary
school, observing the opening and closing procedures of the speech topics in that particular
space. Considering that the procedures for opening and closing of discursive topics occur
through language marks, we tried to identify which speech marks are used in the opening
and closing of the topics studied in the classroom, in interaction during the collaborative
process of the discourse established between teacher and students. Therefore, this study is
based on authors who analyze specific questions of the text in real context of language use:
Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pine (2005), Penhavel (2010),
Galembeck (2012), Barros (1991), Marcuschi (1986 , 1990, 1991 , 1998 , 1999, 2003 ,
2004a), Kerbrat - Orecchioni (2006), Favero (1999, 2002) and Galvão (2004, 2010). As a
methodology of investigation, the study is focused on the postulates of ethnographic
research in order to carry out data collection, through audio and video recordings which
were transcribed, according to the NURC project proposal, with some adaptations. Data
analysis showed that the procedures for opening and closing of the speech topics occurred
by the use of discourse markers, in particular the marker "then", allowing us to understand
that these elements are important in the topical organization speech, contributing to ensure
textual cohesion and coherence. We conclude that the organization of the discursive topic
in the classroom occurs through events that support the explicitness of the content of
teaching and learning, considering the diverse necessity of an institutional academic plan,
whose main objective is the construction of knowledge |
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