A coconstrução do conhecimento através de jogos de linguagem em uma aula de língua portuguesa: um estudo das estratégias de leitura a partir da análise dos enquadres interacionais.

• Autor(a) principal: Nunes, Aline Salucci
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14499
• topic: Play; Co-construction of knowledge; Reading Competence; Interactional frames; Multiliteracies; Brincadeira; Coconstrução de conhecimento; Competência leitora; Enquadres interacionais; Multiletramentos; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This dissertation sought to investigate how the frame this is a game can be interpreted in a Portuguese language classroom and also to evaluate by the analysis of the talk-in-interaction, the positions assumed by the participants, in order to verify whether or not the frame this is a play can coexist within a wider frame which is this is a class . As well, this study sought the understanding about the way interactional frames reveal the reading competence of elementary fourth grade students from a public school located in Itaboraí. Thereby, based on Wittgenstein (1999 [1953]), I assumed a pragmatic perspective of language and, inspired by the reflections of Kleiman (2013 [1989]; 2012 [1995]; 2001; 2007), Street (2014 [1995]), Soares (2014 [1998]), Rojo (2009; 2012), Koch (2015 [1993]; 2014 [1997]), Koch e Elias (2014), Antunes (2009; 2014), Marcuschi (2007; 2008), Dolz e Schneuwly (2011[2004]) and Gee (2005; 2008), I sought to make a new pedagogical practice, with emphasis in the reading competence development, based on the strategies proposed by Solé (1998). The proposed intervention was based on the multiliteracies perspective. Its audio was recorded and entirely transcribed so that the data could be analyzed based on the Ethnological Conversation Analysis and the Sociolinguistic Interactional. The results have proved that the play in the classroom environment supports learning progress; frames and positions that are negotiated during interaction guide the co-production of knowledge, which is sustained within the language games the participants are involved, and the significant reading practices incorporated to the school context promote the knowledge co-construction process.