Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/25294 |
Resumo: | In the school context, especially in the Portuguese Language discipline, it is identified the problematization of still having lectures of an expository character, which follow an inductive plan: to theorize about a given content, disregarding that the teacher develops a work with the student based on the tripod education-interaction-language. Given the above, this article aims to present didactic possibilities for the teaching of Portuguese language, in order to provide, more specifically, reflections on the way to work grammar in the context of teaching-learning. Methodologically, it starts from a qualitative approach, resorting to the use of bibliographic research. To this end, the study was based on the Sociodiscursive Interactionism postulated by Bronckart (1999). The results demonstrate the effectiveness of practicing grammar through interactionist activities and the need to promote reflective discussions about pedagogical actions that favor the teaching task. It is concluded that Sociodiscursive Interactionism is a founding tool to operate as a support to teachers who aim to develop, in an interactive way, Portuguese Language classes in Basic Education, particularly in Elementary II. |
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Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese LanguageEducación, interacción y lenguaje: posibilidades didácticas en el contexto de la enseñanza-aprendizaje en Lengua PortuguesaEducação, interação e linguagem: possibilidades didáticas em contexto de ensino-aprendizagem em Língua Portuguesa Ensino-aprendizagemInteracionismo SociodiscursivoLíngua portuguesa.Enseñanza-aprendizajeInteracionismo SociodiscursivoLengua portuguesa.Teaching-learningSociodiscursive InteractionismPortuguese language.In the school context, especially in the Portuguese Language discipline, it is identified the problematization of still having lectures of an expository character, which follow an inductive plan: to theorize about a given content, disregarding that the teacher develops a work with the student based on the tripod education-interaction-language. Given the above, this article aims to present didactic possibilities for the teaching of Portuguese language, in order to provide, more specifically, reflections on the way to work grammar in the context of teaching-learning. Methodologically, it starts from a qualitative approach, resorting to the use of bibliographic research. To this end, the study was based on the Sociodiscursive Interactionism postulated by Bronckart (1999). The results demonstrate the effectiveness of practicing grammar through interactionist activities and the need to promote reflective discussions about pedagogical actions that favor the teaching task. It is concluded that Sociodiscursive Interactionism is a founding tool to operate as a support to teachers who aim to develop, in an interactive way, Portuguese Language classes in Basic Education, particularly in Elementary II.En el ámbito escolar, en especial en la disciplina de Lengua Portuguesa, se identifica la problematización de aún haber clases de carácter expositivo, las cuales siguen un plan inductivo: teorizar sobre un determinado contenido, sin tener en cuenta que el docente desarrolla un trabajo con el estudiante basado en el trípode educación-interacción-lenguaje. Ante lo expuesto, este artículo tiene como objetivo presentar posibilidades didácticas para la enseñanza de Lengua Portuguesa, a fin de propiciar, más específicamente, reflexiones sobre el modo de trabajar la gramática en contexto de enseñanza-aprendizaje. Metodológicamente, se parte de un enfoque cualitativo, recurriendo al empleo de investigación bibliográfica. Para tanto, el estudio se apoyó en el Interacionismo Sociodiscursivo postulado por Bronckart (1999). Los resultados demuestran la eficacia de practicar la gramática por medio de actividades interaccionistas y la necesidad de promover discusiones reflexivas acerca de acciones pedagógicas que favorezcan la tarea docente. Se concluye que el Interacionismo Sociodiscursivo constituye una herramienta fundante para operar como un soporte a profesores que desean elaborar, de modo interactivo, clases de Lengua Portuguesa en la Educación Básica, particularmente en la Enseñanza Fundamental II.No âmbito escolar, em especial na disciplina de Língua Portuguesa, identifica-se a problematização de ainda haver aulas de caráter expositivo, as quais seguem um plano indutivo: teorizar sobre um dado conteúdo, desconsiderando que o docente desenvolva um trabalho com o aluno alicerçado ao tripé educação-interação-linguagem. Diante do exposto, este artigo tem como objetivo apresentar possibilidades didáticas para o ensino de Língua Portuguesa, a fim de propiciar, mais especificamente, reflexões sobre o modo de trabalhar a gramática em contexto de ensino-aprendizagem. Metodologicamente, parte-se de uma abordagem qualitativa, recorrendo ao emprego de pesquisa bibliográfica. Para tanto, o estudo se apoiou no Interacionismo Sociodiscursivo postulado por Bronckart (1999). Os resultados demonstram a eficácia de se praticar a gramática por meio de atividades interacionistas e a necessidade de promover discussões reflexivas acerca de ações pedagógicas que favoreçam a tarefa docente. Conclui-se que o Interacionismo Sociodiscursivo constitui uma ferramenta fundante para operar como um suporte a professores que almejam elaborar, de modo interativo, aulas de Língua Portuguesa na Educação Básica, particularmente no Ensino Fundamental II.Research, Society and Development2022-01-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2529410.33448/rsd-v11i1.25294Research, Society and Development; Vol. 11 No. 1; e49711125294Research, Society and Development; Vol. 11 Núm. 1; e49711125294Research, Society and Development; v. 11 n. 1; e497111252942525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/25294/22108Copyright (c) 2022 Luan Tarlau Balieirohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBalieiro, Luan Tarlau 2022-01-16T18:08:18Zoai:ojs.pkp.sfu.ca:article/25294Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:43:36.736869Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language Educación, interacción y lenguaje: posibilidades didácticas en el contexto de la enseñanza-aprendizaje en Lengua Portuguesa Educação, interação e linguagem: possibilidades didáticas em contexto de ensino-aprendizagem em Língua Portuguesa |
title |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language |
spellingShingle |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language Balieiro, Luan Tarlau Ensino-aprendizagem Interacionismo Sociodiscursivo Língua portuguesa. Enseñanza-aprendizaje Interacionismo Sociodiscursivo Lengua portuguesa. Teaching-learning Sociodiscursive Interactionism Portuguese language. |
title_short |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language |
title_full |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language |
title_fullStr |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language |
title_full_unstemmed |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language |
title_sort |
Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language |
author |
Balieiro, Luan Tarlau |
author_facet |
Balieiro, Luan Tarlau |
author_role |
author |
dc.contributor.author.fl_str_mv |
Balieiro, Luan Tarlau |
dc.subject.por.fl_str_mv |
Ensino-aprendizagem Interacionismo Sociodiscursivo Língua portuguesa. Enseñanza-aprendizaje Interacionismo Sociodiscursivo Lengua portuguesa. Teaching-learning Sociodiscursive Interactionism Portuguese language. |
topic |
Ensino-aprendizagem Interacionismo Sociodiscursivo Língua portuguesa. Enseñanza-aprendizaje Interacionismo Sociodiscursivo Lengua portuguesa. Teaching-learning Sociodiscursive Interactionism Portuguese language. |
description |
In the school context, especially in the Portuguese Language discipline, it is identified the problematization of still having lectures of an expository character, which follow an inductive plan: to theorize about a given content, disregarding that the teacher develops a work with the student based on the tripod education-interaction-language. Given the above, this article aims to present didactic possibilities for the teaching of Portuguese language, in order to provide, more specifically, reflections on the way to work grammar in the context of teaching-learning. Methodologically, it starts from a qualitative approach, resorting to the use of bibliographic research. To this end, the study was based on the Sociodiscursive Interactionism postulated by Bronckart (1999). The results demonstrate the effectiveness of practicing grammar through interactionist activities and the need to promote reflective discussions about pedagogical actions that favor the teaching task. It is concluded that Sociodiscursive Interactionism is a founding tool to operate as a support to teachers who aim to develop, in an interactive way, Portuguese Language classes in Basic Education, particularly in Elementary II. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-13 |
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://rsdjournal.org/index.php/rsd/article/view/25294 10.33448/rsd-v11i1.25294 |
url |
https://rsdjournal.org/index.php/rsd/article/view/25294 |
identifier_str_mv |
10.33448/rsd-v11i1.25294 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/25294/22108 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Luan Tarlau Balieiro https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Luan Tarlau Balieiro https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 1; e49711125294 Research, Society and Development; Vol. 11 Núm. 1; e49711125294 Research, Society and Development; v. 11 n. 1; e49711125294 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052761482723328 |