Classroom interaction: possibilities of approaches

Detalhes bibliográficos
Autor(a) principal: Silva, Luiz Antônio da
Data de Publicação: 2010
Outros Autores: Ramos, Rosana Ribeiro, Barzotto, Valdir Heitor
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5494
Resumo: The purpose of this paper is to investigate the existence (or non-existence) of a space inside the classroom which is favorable to the practice of argumentation in situations of conflict related to the teacher-student interaction. In view of the fact that interaction is mediated by the language, it is interesting to investigate how the feelings produced by the language influence the subjects involved, collaborating or not for their actions toward the practice of the argumentative speech. The method of investigation consists of observations of a 3rd grade High School Course, in public school located in the outskirts of São Paulo. The analyses are based in the Conversation Analysis, Theory of Argumentation and Discourse Analysis. The analysis results show that the space in classroom that privileges the argumentation does not come to be effective. There is a way to go, in terms of understanding the following aspects: the concepts of language; the interaction process; the discourse, its wider context of elaboration and possible effects; the conflict; the art of argumentation in specific situations of conflict, so that such un­derstanding can be reverted to actions, whose effects will be able to change the reality involving the teacher-student interaction.
id UEL-5_c605003a19262f228312c3ce98f78678
oai_identifier_str oai:ojs.pkp.sfu.ca:article/5494
network_acronym_str UEL-5
network_name_str Revista Entretextos
repository_id_str
spelling Classroom interaction: possibilities of approachesInteração na sala de aula: possibilidades de abordagensTeacher-student interactionConflictArgumentationInteração professor-alunoConflitoArgumentaçãoThe purpose of this paper is to investigate the existence (or non-existence) of a space inside the classroom which is favorable to the practice of argumentation in situations of conflict related to the teacher-student interaction. In view of the fact that interaction is mediated by the language, it is interesting to investigate how the feelings produced by the language influence the subjects involved, collaborating or not for their actions toward the practice of the argumentative speech. The method of investigation consists of observations of a 3rd grade High School Course, in public school located in the outskirts of São Paulo. The analyses are based in the Conversation Analysis, Theory of Argumentation and Discourse Analysis. The analysis results show that the space in classroom that privileges the argumentation does not come to be effective. There is a way to go, in terms of understanding the following aspects: the concepts of language; the interaction process; the discourse, its wider context of elaboration and possible effects; the conflict; the art of argumentation in specific situations of conflict, so that such un­derstanding can be reverted to actions, whose effects will be able to change the reality involving the teacher-student interaction.O objetivo deste trabalho é investigar a existência (ou não) de um espaço em sala de aula favorável à prática da argumentação, em situações específicas de conflito na interação professor-aluno. Sendo a interação mediada pela linguagem, inte­ressa investigar como os sentidos constituídos por meio da linguagem influenciam os sujeitos envolvidos, colaborando ou não para suas ações em direção à prática do dis­curso argumentativo. O método de investigação consiste de observações de aulas ministradas a uma classe de 3o ano do Ensino Médio, em escola pública da periferia do município de São Paulo. As análises são fundamentadas nas contribuições da Análise da Conversação, da Teoria da Argu­mentação e da Análise do Discurso. Os resultados mostram que o espaço em sala de aula que privilegie a argumentação não chega a ser efetivo. Há um caminho a ser per­corrido no que diz respeito à compreensão dos seguintes aspectos: as concepções de lin­guagem; o processo interacional; o discurso, seu contexto mais amplo de produção e os efeitos possíveis de serem constituídos; o conflito; e a arte de argumentar em situações específicas de conflito, de maneira que tal compreensão se reverta em ações cujos efeitos possam transformar a realidade enfrentada na interação professor-aluno.Universidade Estadual de Londrina2010-08-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/549410.5433/1519-5392.2010v10n1p176Entretextos; v. 10 n. 1 (2010); 176-2012764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5494/5049Copyright (c) 2010 Entretextosinfo:eu-repo/semantics/openAccessSilva, Luiz Antônio daRamos, Rosana RibeiroBarzotto, Valdir Heitor2021-05-20T16:00:22Zoai:ojs.pkp.sfu.ca:article/5494Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-05-20T16:00:22Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Classroom interaction: possibilities of approaches
Interação na sala de aula: possibilidades de abordagens
title Classroom interaction: possibilities of approaches
spellingShingle Classroom interaction: possibilities of approaches
Silva, Luiz Antônio da
Teacher-student interaction
Conflict
Argumentation
Interação professor-aluno
Conflito
Argumentação
title_short Classroom interaction: possibilities of approaches
title_full Classroom interaction: possibilities of approaches
title_fullStr Classroom interaction: possibilities of approaches
title_full_unstemmed Classroom interaction: possibilities of approaches
title_sort Classroom interaction: possibilities of approaches
author Silva, Luiz Antônio da
author_facet Silva, Luiz Antônio da
Ramos, Rosana Ribeiro
Barzotto, Valdir Heitor
author_role author
author2 Ramos, Rosana Ribeiro
Barzotto, Valdir Heitor
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Luiz Antônio da
Ramos, Rosana Ribeiro
Barzotto, Valdir Heitor
dc.subject.por.fl_str_mv Teacher-student interaction
Conflict
Argumentation
Interação professor-aluno
Conflito
Argumentação
topic Teacher-student interaction
Conflict
Argumentation
Interação professor-aluno
Conflito
Argumentação
description The purpose of this paper is to investigate the existence (or non-existence) of a space inside the classroom which is favorable to the practice of argumentation in situations of conflict related to the teacher-student interaction. In view of the fact that interaction is mediated by the language, it is interesting to investigate how the feelings produced by the language influence the subjects involved, collaborating or not for their actions toward the practice of the argumentative speech. The method of investigation consists of observations of a 3rd grade High School Course, in public school located in the outskirts of São Paulo. The analyses are based in the Conversation Analysis, Theory of Argumentation and Discourse Analysis. The analysis results show that the space in classroom that privileges the argumentation does not come to be effective. There is a way to go, in terms of understanding the following aspects: the concepts of language; the interaction process; the discourse, its wider context of elaboration and possible effects; the conflict; the art of argumentation in specific situations of conflict, so that such un­derstanding can be reverted to actions, whose effects will be able to change the reality involving the teacher-student interaction.
publishDate 2010
dc.date.none.fl_str_mv 2010-08-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5494
10.5433/1519-5392.2010v10n1p176
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5494
identifier_str_mv 10.5433/1519-5392.2010v10n1p176
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5494/5049
dc.rights.driver.fl_str_mv Copyright (c) 2010 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2010 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 10 n. 1 (2010); 176-201
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
_version_ 1799315387645427712