Teaching and Learning Sciences: Dialetically Processes Mediated by Class Interactions

• Autor(a) principal: Martinelli, Núbia Rosa Baquini da Silva
• Data de Publicação: 2020
• Outros Autores: Ritter, Jaqueline
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4170

Abstract: We present excerpt of action research about the dialogical interactions in Science classes of the 9th grade of Elementary School that were video-recorded, transcribed and analyzed, according to Bakhtin's “Theory of Discursive Interactions”, using the concept of enunciation as analytical category. The general objective of the research was to recognize how mediation relations take place in the classroom and how students' conceptual construction takes place, immersed in active and mediated processes. For this article, the objective was specifically to present and discuss partial results in terms of the analytical categories - content mathematization and conflict between explanatory models - which demonstrated the signs of conceptual significance that occurred during the discursive interactions mediated by different forms of language. It was established as a research hypothesis that, from listening attentively to students' manifestations, immersed in interactive learning processes, it is possible to legitimize them as operative mediations in the pedagogical process. The path of the investigation consisted of identifying the phenomena of interest to students motivated by the interactive dialogues that took place in the context of the class, as tools of cognitive mediation and inserting them in the course of new conceptual and contextual interactions. The results presented give evidence of conceptual elaborations by students who dialogically resignify the phenomena under study via scientific language, producing learning mediated in the pedagogical act. Learning is perceived in terms of the evolution of the conceptual profile, in which scientific knowledge, among others, developed by students, dialogically confirms the research hypothesis. Keywords: Enunciation. Scientific concepts. Language.