Problematization and concept development in the classroom: considerations from the question-answer pair

Detalhes bibliográficos
Autor(a) principal: Hilário , Rosângela Nogarini
Data de Publicação: 2018
Outros Autores: Lopes, Márcia Cristina Romero
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656439
Resumo: This article discusses how the process of building meaning has been treated in the early years of Elementary School based on the analysis of pairs of questions and answers triggered by specific situations in which a case of meaning negotiation between students and teachers in daily classroom’s dialogues could be observed. The corpus consists of the records of the observation of Portuguese language classes of the third grade of Elementary School in a public school located in São Miguel Paulista, a district near the city of Guarulhos. The analyses indicate that both the questions planned by the teacher and the ones spontaneously made up by the students were treated as closed-ended questions, with unique and precise answers, usually involving the act of identifying one possible example of the concept in question. This observation indicates the need of having activities planned aimed to develop a work with concepts on higher levels when it comes to abstract thinking and the generalization process.
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spelling Problematization and concept development in the classroom: considerations from the question-answer pairProblematização e desenvolvimento de conceitos em sala de aula: considerações a partir do par P-RPair of questions and answersInteractionDidactic gestureConcept acquisitionPar pergunta-respostaInteraçãoGestos didáticosAquisição de conceitosThis article discusses how the process of building meaning has been treated in the early years of Elementary School based on the analysis of pairs of questions and answers triggered by specific situations in which a case of meaning negotiation between students and teachers in daily classroom’s dialogues could be observed. The corpus consists of the records of the observation of Portuguese language classes of the third grade of Elementary School in a public school located in São Miguel Paulista, a district near the city of Guarulhos. The analyses indicate that both the questions planned by the teacher and the ones spontaneously made up by the students were treated as closed-ended questions, with unique and precise answers, usually involving the act of identifying one possible example of the concept in question. This observation indicates the need of having activities planned aimed to develop a work with concepts on higher levels when it comes to abstract thinking and the generalization process.Nesse artigo discute-se de que maneira a questão do processo de significação tem sido tratada nos anos iniciais do Ensino Fundamental, a partir da análise de pares de perguntas e respostas (P-R) desencadeados por situações em que se observa uma negociação de sentido em sala de aula. O corpus é composto pelo registro de observações de aulas de língua portuguesa no 3.º ano do Ensino Fundamental, em uma escola pública localizada no bairro de São Miguel Paulista, próximo a Guarulhos. As análises indicam que tanto as perguntas planejadas pelo professor quanto as formuladas de forma espontânea pelos alunos são tratadas como questões fechadas, com respostas precisas e únicas, geralmente envolvendo a identificação de um exemplar do conceito em questão. Esse fato aponta para a necessidade do planejamento de atividades que visem ao trabalho com conceitos que se desenvolvam em níveis cada vez mais altos do ponto de vista da abstração e da generalização.Universidade Estadual de Campinas2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656439Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 545-566Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 545-566Pro-Posições; v. 29 n. 3 (2018): set./dez.; 545-5661980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656439/21230Brazil; 2019Brasil; 2019Copyright (c) 2018 Pro-Posiçõesinfo:eu-repo/semantics/openAccessHilário , Rosângela NogariniLopes, Márcia Cristina Romero 2019-08-30T17:28:52Zoai:ojs.periodicos.sbu.unicamp.br:article/8656439Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2019-08-30T17:28:52Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Problematization and concept development in the classroom: considerations from the question-answer pair
Problematização e desenvolvimento de conceitos em sala de aula: considerações a partir do par P-R
title Problematization and concept development in the classroom: considerations from the question-answer pair
spellingShingle Problematization and concept development in the classroom: considerations from the question-answer pair
Hilário , Rosângela Nogarini
Pair of questions and answers
Interaction
Didactic gesture
Concept acquisition
Par pergunta-resposta
Interação
Gestos didáticos
Aquisição de conceitos
title_short Problematization and concept development in the classroom: considerations from the question-answer pair
title_full Problematization and concept development in the classroom: considerations from the question-answer pair
title_fullStr Problematization and concept development in the classroom: considerations from the question-answer pair
title_full_unstemmed Problematization and concept development in the classroom: considerations from the question-answer pair
title_sort Problematization and concept development in the classroom: considerations from the question-answer pair
author Hilário , Rosângela Nogarini
author_facet Hilário , Rosângela Nogarini
Lopes, Márcia Cristina Romero
author_role author
author2 Lopes, Márcia Cristina Romero
author2_role author
dc.contributor.author.fl_str_mv Hilário , Rosângela Nogarini
Lopes, Márcia Cristina Romero
dc.subject.por.fl_str_mv Pair of questions and answers
Interaction
Didactic gesture
Concept acquisition
Par pergunta-resposta
Interação
Gestos didáticos
Aquisição de conceitos
topic Pair of questions and answers
Interaction
Didactic gesture
Concept acquisition
Par pergunta-resposta
Interação
Gestos didáticos
Aquisição de conceitos
description This article discusses how the process of building meaning has been treated in the early years of Elementary School based on the analysis of pairs of questions and answers triggered by specific situations in which a case of meaning negotiation between students and teachers in daily classroom’s dialogues could be observed. The corpus consists of the records of the observation of Portuguese language classes of the third grade of Elementary School in a public school located in São Miguel Paulista, a district near the city of Guarulhos. The analyses indicate that both the questions planned by the teacher and the ones spontaneously made up by the students were treated as closed-ended questions, with unique and precise answers, usually involving the act of identifying one possible example of the concept in question. This observation indicates the need of having activities planned aimed to develop a work with concepts on higher levels when it comes to abstract thinking and the generalization process.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656439
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656439
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656439/21230
dc.rights.driver.fl_str_mv Copyright (c) 2018 Pro-Posições
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Pro-Posições
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; 2019
Brasil; 2019
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 545-566
Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 545-566
Pro-Posições; v. 29 n. 3 (2018): set./dez.; 545-566
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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