Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue

Detalhes bibliográficos
Autor(a) principal: Lima, Anselmo Pereira de
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/406
Resumo: “Would it be more difficult to work with adult students than with young ones?”. This was the question raised and discussed by the teachers of a training center for railroad workers, which was getting ready to receive students over 18 in its classrooms for the first time. The consensus among these teachers was that the interaction with adults would be more difficult and complex. This article presents part of the results of a research whose aim was to verify to what extent the teachers were right. Four classes of the same teacher, two with young students and two with adults, were recorded and transcribed. Based on the Bakhtinian concepts of word and of self-other relationship, and on some notions of modality, the function of the verb “poder” was analyzed in different interactions. The conclusions allowed us to question the teachers’ consensus, causing the continuation of the discussion among them.
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spelling Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogueEducación profesional e interacción verbal: la función del verbo modal “poder” en el diálogo profesor-alunoÉducation professionnelle et interaction verbale: la fonction du verbe modal “pouvoir” dans le dialogue professeur-élèveEducação profissional e interação verbal: a função do verbo modal “poder” no diálogo professor-alunoVocational educationVerbal interactionModal verbEducación profesionalInteracción verbalVerbo modalÉducation professionnelleInteraction verbaleVerbe modalEducação profissionalInteração verbalVerbo modal“Would it be more difficult to work with adult students than with young ones?”. This was the question raised and discussed by the teachers of a training center for railroad workers, which was getting ready to receive students over 18 in its classrooms for the first time. The consensus among these teachers was that the interaction with adults would be more difficult and complex. This article presents part of the results of a research whose aim was to verify to what extent the teachers were right. Four classes of the same teacher, two with young students and two with adults, were recorded and transcribed. Based on the Bakhtinian concepts of word and of self-other relationship, and on some notions of modality, the function of the verb “poder” was analyzed in different interactions. The conclusions allowed us to question the teachers’ consensus, causing the continuation of the discussion among them.“Será más difícil trabajar con alumnos adultos que con alumnos jóvenes?”. Esa fue la cuestión levantada y discutida por los profesores de un centro de formación profesional ferroviario que se preparaba para recibir alumnos adultos en sus salas de clase por la primera vez. El consenso entre los profesores era el de que la interacción con adultos sería más difícil y compleja. Este artículo presenta parte de los resultados de una investigación realizada para verificar hasta que punto los profesores tenían razón. Cuatro clases de un mismo profesor, dos con alumnos jóvenes y dos con alumnos adultos, fueron grabadas y transcriptas. Con base en los conceptos bakhtinianos de palabra y de relación yo-otro, aliados a algunas nociones de modalidad, fue analizada la función del verbo modal “poder” en las diferentes interacciones. Las conclusiones a que se llegó permiten cuestionar el consenso de los profesores, provocando la continuidad de la discusión entre ellos.« Est-ce que c’est plus difficile de travailler avec des élèves adultes qu’avec des élèves jeunes ?». Celle-ci fut la question soulevée et discutée par des professeurs d’un centre de formation professionnelle ferroviaire qui se préparait pour recevoir des élèves adultes dans leurs salles de classe pour la première fois. Ils avaient comme consensus que l’interaction avec des adultes serait plus difficile et complexe. Cet article présente une partie des résultats d’une recherche réalisée avec le but de vérifier jusqu’à quel point les professeurs avaient raison. Ainsi, furent enregistrés quatre cours avec le même professeur, deux avec des élèves jeunes et deux avec des adultes. Ayant comme base les notions bakhtiniennes de mot et du rapport moi-autrui, associées à quelques notions de modalité, on a analysé la fonction du verbe modal « pouvoir » dans les différentes interactions. On est arrivés à des conclusions qui permettent discuter le consensus des professeurs, éveillant la suite de la discussion parmi eux. “Será mais difícil trabalhar com alunos adultos do que com alunos jovens?”. Essa foi a questão levantada e discutida pelos professores de um centro de formação profissional ferroviário que se preparava para receber alunos adultos em suas salas de aula pela primeira vez. O consenso entre os professores era o de que a interação com adultos seria mais difícil e complexa. Este artigo apresenta parte dos resultados de uma pesquisa realizada para verificar até que ponto os professores tinham razão. Quatro aulas de um mesmo professor, duas com alunos jovens e duas com alunos adultos, foram gravadas e transcritas. Com base nos conceitos bakhtinianos de palavra e de relação eu-outro, aliados a algumas noções de modalidade, foi analisada a função do verbo modal “poder” nas diferentes interações. As conclusões a que se chegou permitem questionar o consenso dos professores, provocando a continuidade da discussão entre eles.Silvânia Siebert2010-10-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/406Linguagem em (Dis)curso; Vol. 9 No. 1 (2009); p. 35-60Linguagem em (Dis)curso; v. 9 n. 1 (2009); p. 35-601982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/406/426Lima, Anselmo Pereira deinfo:eu-repo/semantics/openAccess2015-10-02T16:48:06Zoai:portaldeperiodicos.animaeducacao.com.br:article/406Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2015-10-02T16:48:06Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
Educación profesional e interacción verbal: la función del verbo modal “poder” en el diálogo profesor-aluno
Éducation professionnelle et interaction verbale: la fonction du verbe modal “pouvoir” dans le dialogue professeur-élève
Educação profissional e interação verbal: a função do verbo modal “poder” no diálogo professor-aluno
title Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
spellingShingle Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
Lima, Anselmo Pereira de
Vocational education
Verbal interaction
Modal verb
Educación profesional
Interacción verbal
Verbo modal
Éducation professionnelle
Interaction verbale
Verbe modal
Educação profissional
Interação verbal
Verbo modal
title_short Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
title_full Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
title_fullStr Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
title_full_unstemmed Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
title_sort Vocational education and verbal interaction: the function of the modal verb “poder” in teacher-student dialogue
author Lima, Anselmo Pereira de
author_facet Lima, Anselmo Pereira de
author_role author
dc.contributor.author.fl_str_mv Lima, Anselmo Pereira de
dc.subject.por.fl_str_mv Vocational education
Verbal interaction
Modal verb
Educación profesional
Interacción verbal
Verbo modal
Éducation professionnelle
Interaction verbale
Verbe modal
Educação profissional
Interação verbal
Verbo modal
topic Vocational education
Verbal interaction
Modal verb
Educación profesional
Interacción verbal
Verbo modal
Éducation professionnelle
Interaction verbale
Verbe modal
Educação profissional
Interação verbal
Verbo modal
description “Would it be more difficult to work with adult students than with young ones?”. This was the question raised and discussed by the teachers of a training center for railroad workers, which was getting ready to receive students over 18 in its classrooms for the first time. The consensus among these teachers was that the interaction with adults would be more difficult and complex. This article presents part of the results of a research whose aim was to verify to what extent the teachers were right. Four classes of the same teacher, two with young students and two with adults, were recorded and transcribed. Based on the Bakhtinian concepts of word and of self-other relationship, and on some notions of modality, the function of the verb “poder” was analyzed in different interactions. The conclusions allowed us to question the teachers’ consensus, causing the continuation of the discussion among them.
publishDate 2010
dc.date.none.fl_str_mv 2010-10-06
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://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/406
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/406
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/406/426
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 9 No. 1 (2009); p. 35-60
Linguagem em (Dis)curso; v. 9 n. 1 (2009); p. 35-60
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
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