“Teacher and students should interact more”: the construction of classroom interaction through a literacy project

• Autor(a) principal: Santos, Juliana Dias dos
• Data de Publicação: 2016
• Outros Autores: Dornelles, Clara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/21534
• topic: Interaction; Participation structures; Literacy project; Interação; Estruturas de participação; Projeto de letramento

This work investigates the participation structures of interaction in Portuguese classes, during the implementation of a literacy project (KLEIMAN, 2000). The theoretical and methodological procedures are based on action research (ANDRÉ, 1995) and supported by School Microethnography (ERICKSON, 2001), through the lenses of Interactional Sociolinguistics (GUMPERZ, 1982, 1998, 2001; GOFFMAN, 1964, 1967; RIBEIRO; GARCEZ, 1998). The research was developed at an 8th grade group of a public school on Bagé/RS and the data analyzed included questionnaries, fieldnotes and video-recordings and transcriptions of classes ocurred on the second semester of 2011, during the development of curricular training period. The studies about interactional processes promote reflection about the different modes of participation that take place in the classroom, and thus, they become a source of research about teaching practices. In our research, we verified that the analysis of participation structures and the strategies used point to a pedagogical communication that are not centred in the teachers, who privileged joint construction of knowledge and the amplification of the discursive engagement of students.