The construction of the reflective process in researcher-teachers dialogue
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signum: Estudos da Linguagem |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3967 |
Resumo: | This paper aims at discussing the processes of knowledge construction and reflection about one's own action triggered by the dialogue between a researcher and two teachers of English as a foreign language. The interaction excerpts analyzed are part of four reflective sessions carried out with the teachers after the video recording of their classes and integrate the corpus of my PHD research. For sharing the notion postulated by Bakhtin's circle that every awareness rising involves an ideological expression that is socially oriented and influenced by the dialogue with other people in the most diverse social spheres (BAKHTIN/VOLOSHINOV, 1929), I use the bakhtinian conceptions of behavioral and crystallized ideologies and of authoritative and persuasive words to discuss the knowledge construction and the reflective processes that took place in the dialogue between the researcher and the two teachers in the reflective sessions mentioned above. The four interaction excerpts analyzed reveal that the dialogue between the teachers and the researcher is characterized by the conflict between the ideologies constructed throughout the teachers' daily experience and the historically crystallized ideologies revoiced by the researcher. In this conflict, the researcher’s intervention, when it is marked by the more persuasive word, creates more persuasive zones to trigger the reflection on teachers' actions. |
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Signum: Estudos da Linguagem |
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The construction of the reflective process in researcher-teachers dialogueA construção do processo reflexivo no diálogo pesquisador-professoresReflectionideologyauthoritative wordpersuasive word.ReflexãoIdeologiaPalavra autoritáriaPalavra persuasiva.This paper aims at discussing the processes of knowledge construction and reflection about one's own action triggered by the dialogue between a researcher and two teachers of English as a foreign language. The interaction excerpts analyzed are part of four reflective sessions carried out with the teachers after the video recording of their classes and integrate the corpus of my PHD research. For sharing the notion postulated by Bakhtin's circle that every awareness rising involves an ideological expression that is socially oriented and influenced by the dialogue with other people in the most diverse social spheres (BAKHTIN/VOLOSHINOV, 1929), I use the bakhtinian conceptions of behavioral and crystallized ideologies and of authoritative and persuasive words to discuss the knowledge construction and the reflective processes that took place in the dialogue between the researcher and the two teachers in the reflective sessions mentioned above. The four interaction excerpts analyzed reveal that the dialogue between the teachers and the researcher is characterized by the conflict between the ideologies constructed throughout the teachers' daily experience and the historically crystallized ideologies revoiced by the researcher. In this conflict, the researcher’s intervention, when it is marked by the more persuasive word, creates more persuasive zones to trigger the reflection on teachers' actions.O presente artigo discute os processos de construção do conhecimento e de reflexão sobre a própria ação desencadeados no diálogo entre a pesquisadora e dois professores de inglês como LE. Os recortes de interação analisados são decorrentes de quatro sessões reflexivas realizadas com os professores após a filmagem de suas aulas e integram o corpus da pesquisa de doutorado da pesquisadora. Por compartilhar a visão postulada pelo círculo de Bakhtin de que toda tomada de consciência envolve uma expressão ideológica, sendo, portanto, orientada socialmente e influenciada pelo diálogo com o(s) outro(s) nas mais diversas esferas do meio social (BAKHTIN/VOLOSHINOV, 1929), utilizo as concepções bakhtinianas de ideologias do cotidiano, ideologias historicamente cristalizadas, palavra autoritária, palavra internamente persuasiva e valoração apreciativa para discutir a construção do conhecimento e o processo reflexivo decorrente do diálogo entre a pesquisadora e os dois professores-participantes. Os quatro recortes de interação analisados revelam que o diálogo entre os professores-participantes e a pesquisadora é marcado pelo embate entre as ideologias constituídas ao longo da experiência cotidiana dos professores e as ideologias historicamente cristalizadas revozeadas pela pesquisadora. Nesse conflito, a intervenção da pesquisadora no diálogo, quando caracterizada pela palavra persuasiva, cria mais zonas para o desenvolvimento potencial do processo reflexivo.UEL2007-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/396710.5433/2237-4876.2007v10n1p33Signum: Estudos da Linguagem; Vol. 10 No. 1 (2007): Formação de Professores; 33-50Signum: Estudos da Linguagem; v. 10 n. 1 (2007): Formação de Professores; 33-502237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/3967/3165Szundy, Paula Tatianne Carrérainfo:eu-repo/semantics/openAccess2022-11-16T18:06:41Zoai:ojs.pkp.sfu.ca:article/3967Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:06:41Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
The construction of the reflective process in researcher-teachers dialogue A construção do processo reflexivo no diálogo pesquisador-professores |
title |
The construction of the reflective process in researcher-teachers dialogue |
spellingShingle |
The construction of the reflective process in researcher-teachers dialogue Szundy, Paula Tatianne Carréra Reflection ideology authoritative word persuasive word. Reflexão Ideologia Palavra autoritária Palavra persuasiva. |
title_short |
The construction of the reflective process in researcher-teachers dialogue |
title_full |
The construction of the reflective process in researcher-teachers dialogue |
title_fullStr |
The construction of the reflective process in researcher-teachers dialogue |
title_full_unstemmed |
The construction of the reflective process in researcher-teachers dialogue |
title_sort |
The construction of the reflective process in researcher-teachers dialogue |
author |
Szundy, Paula Tatianne Carréra |
author_facet |
Szundy, Paula Tatianne Carréra |
author_role |
author |
dc.contributor.author.fl_str_mv |
Szundy, Paula Tatianne Carréra |
dc.subject.por.fl_str_mv |
Reflection ideology authoritative word persuasive word. Reflexão Ideologia Palavra autoritária Palavra persuasiva. |
topic |
Reflection ideology authoritative word persuasive word. Reflexão Ideologia Palavra autoritária Palavra persuasiva. |
description |
This paper aims at discussing the processes of knowledge construction and reflection about one's own action triggered by the dialogue between a researcher and two teachers of English as a foreign language. The interaction excerpts analyzed are part of four reflective sessions carried out with the teachers after the video recording of their classes and integrate the corpus of my PHD research. For sharing the notion postulated by Bakhtin's circle that every awareness rising involves an ideological expression that is socially oriented and influenced by the dialogue with other people in the most diverse social spheres (BAKHTIN/VOLOSHINOV, 1929), I use the bakhtinian conceptions of behavioral and crystallized ideologies and of authoritative and persuasive words to discuss the knowledge construction and the reflective processes that took place in the dialogue between the researcher and the two teachers in the reflective sessions mentioned above. The four interaction excerpts analyzed reveal that the dialogue between the teachers and the researcher is characterized by the conflict between the ideologies constructed throughout the teachers' daily experience and the historically crystallized ideologies revoiced by the researcher. In this conflict, the researcher’s intervention, when it is marked by the more persuasive word, creates more persuasive zones to trigger the reflection on teachers' actions. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-07-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3967 10.5433/2237-4876.2007v10n1p33 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3967 |
identifier_str_mv |
10.5433/2237-4876.2007v10n1p33 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3967/3165 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UEL |
publisher.none.fl_str_mv |
UEL |
dc.source.none.fl_str_mv |
Signum: Estudos da Linguagem; Vol. 10 No. 1 (2007): Formação de Professores; 33-50 Signum: Estudos da Linguagem; v. 10 n. 1 (2007): Formação de Professores; 33-50 2237-4876 reponame:Signum: Estudos da Linguagem instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Signum: Estudos da Linguagem |
collection |
Signum: Estudos da Linguagem |
repository.name.fl_str_mv |
Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||signum@uel.br |
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1799305961593110528 |