Education, interaction and language: educational possibilities in the context of teaching-learning in the Portuguese Language

Bibliographic Details
Main Author: Balieiro, Luan Tarlau
Publication Date: 2022
Format: Article
Language: por
Source: Research, Society and Development
Download full: https://rsdjournal.org/index.php/rsd/article/view/25294
Summary: 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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spelling 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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