Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/21509 |
Resumo: | The school environment is an important space for the development of children's language skills, whether written or oral, as it allows and encourages the systematic reflection of linguistic phenomena, helping children to build their knowledge about the language. Based on this, the present study turned to the native language classes of the fourth year of Elementary School I – Early Years with the general objective of understanding how the multimodal interaction integrates the educational process and the teacher-student(s) dialogue in native language classes. As a specific objective, the research sought to: a) understand the presence of gestures in the classroom dynamics and in the activities developed; b) schematize and classify the gestural and vocal occurrences that arise in the daily life of the classroom and c) identify the help that multimodal resources offer for the establishment of the learning environment. The study is defined as a descriptive and exploratory case study, the present research was organized in three stages: 1) bibliographical research of coherent studies to the theme of the developed study; 2) collection of video and audio data from native language classes in a class of the fourth year of Elementary School I – Early Years; 3) transcription of the data collected in the ELAN softwere (Eudico Linguistic Annotator) for better visualization during the analysis process. To theoretically support this investigation, research in the field of multimodality was used (MCNEILL, 1985; MCNEILL & LEVY, 1993; MCNEILL, 2000; MCNEILL, 2006; KENDON, 2000;), mainly researches focused on gestures in learning environments ( GOLDIN-MEADOW, COOK & MITCHELL, 2009; WAKEFIELD et al., 2018), in addition to studies aimed at teaching orality (DOLZ, SCHNEUWLY & HALLER, 2004; SCHNEUWLY, 2004). The results obtained by the study demonstrated the presence of the gesture-speech matrix in the midst of classroom interactions, with the gesture taking on several functions in the teacher-student(s) interaction, as an interlocutor delimiter and auxiliary element of the oral utterance. In addition, it was observed that gestures and multimodal aspects play an important and essential role within the dynamics of the classroom genre, such as: 1) posture and behavior in the classroom environment having pre-established rules for this context and 2) the The gesture of raising the hand above the head serves as an element of organization of the dialogue in this context. |
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Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamentalMultimodalidadeSala de aulaDiálogos de aprendizagemMultimodalityClassroomLearning dialoguesCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThe school environment is an important space for the development of children's language skills, whether written or oral, as it allows and encourages the systematic reflection of linguistic phenomena, helping children to build their knowledge about the language. Based on this, the present study turned to the native language classes of the fourth year of Elementary School I – Early Years with the general objective of understanding how the multimodal interaction integrates the educational process and the teacher-student(s) dialogue in native language classes. As a specific objective, the research sought to: a) understand the presence of gestures in the classroom dynamics and in the activities developed; b) schematize and classify the gestural and vocal occurrences that arise in the daily life of the classroom and c) identify the help that multimodal resources offer for the establishment of the learning environment. The study is defined as a descriptive and exploratory case study, the present research was organized in three stages: 1) bibliographical research of coherent studies to the theme of the developed study; 2) collection of video and audio data from native language classes in a class of the fourth year of Elementary School I – Early Years; 3) transcription of the data collected in the ELAN softwere (Eudico Linguistic Annotator) for better visualization during the analysis process. To theoretically support this investigation, research in the field of multimodality was used (MCNEILL, 1985; MCNEILL & LEVY, 1993; MCNEILL, 2000; MCNEILL, 2006; KENDON, 2000;), mainly researches focused on gestures in learning environments ( GOLDIN-MEADOW, COOK & MITCHELL, 2009; WAKEFIELD et al., 2018), in addition to studies aimed at teaching orality (DOLZ, SCHNEUWLY & HALLER, 2004; SCHNEUWLY, 2004). The results obtained by the study demonstrated the presence of the gesture-speech matrix in the midst of classroom interactions, with the gesture taking on several functions in the teacher-student(s) interaction, as an interlocutor delimiter and auxiliary element of the oral utterance. In addition, it was observed that gestures and multimodal aspects play an important and essential role within the dynamics of the classroom genre, such as: 1) posture and behavior in the classroom environment having pre-established rules for this context and 2) the The gesture of raising the hand above the head serves as an element of organization of the dialogue in this context.NenhumaO ambiente escolar é um importante espaço para o desenvolvimento das habilidades linguísticas infantis, sejam escritas ou orais, pois permite e incentiva a reflexão sistematizada dos fenômenos linguísticos, auxiliando a criança construir o seu conhecimento sobre a língua. Partindo disso, o presente estudo se voltou para as aulas de língua materna do quarto ano do Ensino Fundamental I – Anos Iniciais com o objetivo geral de compreender como a interação multimodal integra o processo educativo e o diálogo professor-aluno(s) em aulas de língua materna. Como objetivo específico, a pesquisa buscou: a) compreender a presença do gesto na dinâmica de sala de aula e nas atividades desenvolvidas; b) mapear e classificar as ocorrências gestuais e vocais que surgem no cotidiano desse ambiente e c) identificar os auxílios que os recursos multimodais oferecem para a instauração do ambiente de aprendizagem. Definindo-se como um estudo de caso de caráter descritivo e exploratório, a presente pesquisa se organizou em três momentos: 1) pesquisa bibliográfica de nomes coerentes à temática do estudo desenvolvido; 2) coleta de dados em vídeo e áudio de aulas língua materna em turma do quarto ano do Ensino Fundamental I – Anos Iniciais; 3) transcrição dos dados coletados no softwere ELAN (Eudico Linguistic Annotator) para melhor visualização durante o processo de análise. Para embasar a presente investigação, foram usadas pesquisas do campo da multimodalidade (MCNEILL, 1985; MCNEILL & LEVY, 1993; MCNEILL, 2000; MCNEILL, 2006; KENDON, 2000;), principalmente pesquisas voltadas para a gestualidade em ambientes de aprendizagem (GOLDIN-MEADOW, COOK & MITCHELL, 2009; WAKEFIELD et al., 2018), além de estudos voltados para o ensino de oralidade (DOLZ, SCHNEUWLY & HALLER, 2004; SCHNEUWLY, 2004). Os resultados obtidos pelo estudo demonstraram a presença da matriz gesto-fala em meio às interações de sala de aula, com o gesto assumindo diversas funções na interação professor-aluno(s), como de delimitador de interlocutor e elemento auxiliar do enunciado oral. Além disso, foi observado que gestos e aspectos multimodais possuem um papel importante e essencial dentro da dinâmica do gênero aula, como: 1) a postura e o comportamento no ambiente de sala de aula possuir regras pré-estabelecidas para esse contexto e 2) o gesto de erguer a mão acima da cabeça servir como elemento de organização do diálogo nesse contexto.Universidade Federal da ParaíbaBrasilLinguísticaPrograma de Pós-Graduação em LinguísticaUFPBCavalcante, Marianne Carvalho Bezerrahttp://lattes.cnpq.br/8916191109480157Silva, Eriglauber Edivirgens Oliveira da2021-11-30T18:04:45Z2021-09-062021-11-30T18:04:45Z2020-02-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/21509porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T16:44:00Zoai:repositorio.ufpb.br:123456789/21509Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T16:44Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental |
title |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental |
spellingShingle |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental Silva, Eriglauber Edivirgens Oliveira da Multimodalidade Sala de aula Diálogos de aprendizagem Multimodality Classroom Learning dialogues CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental |
title_full |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental |
title_fullStr |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental |
title_full_unstemmed |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental |
title_sort |
Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental |
author |
Silva, Eriglauber Edivirgens Oliveira da |
author_facet |
Silva, Eriglauber Edivirgens Oliveira da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Cavalcante, Marianne Carvalho Bezerra http://lattes.cnpq.br/8916191109480157 |
dc.contributor.author.fl_str_mv |
Silva, Eriglauber Edivirgens Oliveira da |
dc.subject.por.fl_str_mv |
Multimodalidade Sala de aula Diálogos de aprendizagem Multimodality Classroom Learning dialogues CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Multimodalidade Sala de aula Diálogos de aprendizagem Multimodality Classroom Learning dialogues CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The school environment is an important space for the development of children's language skills, whether written or oral, as it allows and encourages the systematic reflection of linguistic phenomena, helping children to build their knowledge about the language. Based on this, the present study turned to the native language classes of the fourth year of Elementary School I – Early Years with the general objective of understanding how the multimodal interaction integrates the educational process and the teacher-student(s) dialogue in native language classes. As a specific objective, the research sought to: a) understand the presence of gestures in the classroom dynamics and in the activities developed; b) schematize and classify the gestural and vocal occurrences that arise in the daily life of the classroom and c) identify the help that multimodal resources offer for the establishment of the learning environment. The study is defined as a descriptive and exploratory case study, the present research was organized in three stages: 1) bibliographical research of coherent studies to the theme of the developed study; 2) collection of video and audio data from native language classes in a class of the fourth year of Elementary School I – Early Years; 3) transcription of the data collected in the ELAN softwere (Eudico Linguistic Annotator) for better visualization during the analysis process. To theoretically support this investigation, research in the field of multimodality was used (MCNEILL, 1985; MCNEILL & LEVY, 1993; MCNEILL, 2000; MCNEILL, 2006; KENDON, 2000;), mainly researches focused on gestures in learning environments ( GOLDIN-MEADOW, COOK & MITCHELL, 2009; WAKEFIELD et al., 2018), in addition to studies aimed at teaching orality (DOLZ, SCHNEUWLY & HALLER, 2004; SCHNEUWLY, 2004). The results obtained by the study demonstrated the presence of the gesture-speech matrix in the midst of classroom interactions, with the gesture taking on several functions in the teacher-student(s) interaction, as an interlocutor delimiter and auxiliary element of the oral utterance. In addition, it was observed that gestures and multimodal aspects play an important and essential role within the dynamics of the classroom genre, such as: 1) posture and behavior in the classroom environment having pre-established rules for this context and 2) the The gesture of raising the hand above the head serves as an element of organization of the dialogue in this context. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-24 2021-11-30T18:04:45Z 2021-09-06 2021-11-30T18:04:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/21509 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/21509 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842985786146816 |