Classroom interaction: possibilities of approaches
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , |
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. |
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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 |
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1799315387645427712 |