Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.102.08 |
Resumo: | As part of the growing area of studies investigating learning as a social phenomenon instantiated in interaction, this review article examines the concept of joint construction/production of knowledge in studies produced by the Social Interaction and Ethnography Research Group between 2006 and 2010. Such studies have analyzed segments of talk-in-interaction in various school settings in which participants reflexively demonstrate an understanding of learning as joint construction of knowledge. Although this expression is widespread in the studies examined, there are variations in how the activity is understood, particularly in relation to what distinguishes it from others. Thus, in order to systematize the understanding so far produced by the group, the present article investigates the use of this expression, and thus of its conceptual deployment, in such studies. It is observed that the notion of joint construction of knowledge: 1) is initially deployed in opposition to reproduction of knowledge; 2) then, in close association with participation and learning; 3) and finally in contrast with different understandings of socially shared cognition. The review highlights the caveat that joint construction of knowledge may be of a reproductive nature in certain pedagogical activities in which knowledge produced earlier is made available to all participants, even though in most segments analyzed as “doing learning” the activity presents itself as emerging from and contingent to the interactional work of the participants there and then. In every case, the joint construction of knowledge features intense interactional work and evident public engagement of many participants to classroom talk-in-interaction. Key words: joint construction of knowledge, classroom talk-in-interaction, learning, participation, socially shared cognition. |
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Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interactionInteração social e etnografia: sistematização do conceito de construção conjunta de conhecimento na fala-em-interação de sala de aulaAs part of the growing area of studies investigating learning as a social phenomenon instantiated in interaction, this review article examines the concept of joint construction/production of knowledge in studies produced by the Social Interaction and Ethnography Research Group between 2006 and 2010. Such studies have analyzed segments of talk-in-interaction in various school settings in which participants reflexively demonstrate an understanding of learning as joint construction of knowledge. Although this expression is widespread in the studies examined, there are variations in how the activity is understood, particularly in relation to what distinguishes it from others. Thus, in order to systematize the understanding so far produced by the group, the present article investigates the use of this expression, and thus of its conceptual deployment, in such studies. It is observed that the notion of joint construction of knowledge: 1) is initially deployed in opposition to reproduction of knowledge; 2) then, in close association with participation and learning; 3) and finally in contrast with different understandings of socially shared cognition. The review highlights the caveat that joint construction of knowledge may be of a reproductive nature in certain pedagogical activities in which knowledge produced earlier is made available to all participants, even though in most segments analyzed as “doing learning” the activity presents itself as emerging from and contingent to the interactional work of the participants there and then. In every case, the joint construction of knowledge features intense interactional work and evident public engagement of many participants to classroom talk-in-interaction. Key words: joint construction of knowledge, classroom talk-in-interaction, learning, participation, socially shared cognition.Alinhado com os estudos que investigam a aprendizagem como fenômeno social, instanciado na interação, este artigo tem por objetivo examinar o conceito de construção/produção conjunta de conhecimento em trabalhos desenvolvidos entre 2006 e 2010 no âmbito do Grupo de Pesquisa ISE – Interação Social e Etnografia. Esses trabalhos analisam segmentos de fala-em-interação em cenários escolares diversos nos quais os participantes demonstram e refletem um entendimento de aprendizagem como construção conjunta de conhecimento. Ainda que tal expressão seja largamente difundida nesses estudos, observam-se variações no modo como a atividade é entendida, sobretudo em relação ao que a distingue particularmente de outras. Assim, visando a sistematizar o entendimento produzido até o momento, o presente trabalho investiga o emprego e, portanto, o entendimento conceitual dessa expressão no conjunto de estudos. Observa-se que a noção de construção conjunta de conhecimento: 1) inicialmente se opõe a reprodução de conhecimento; 2) logo se associa a participação e aprendizagem; 3) finalmente se aproxima e se distingue de cognição/conhecimento socialmente compartilhada/o. A revisão destaca a ressalva de que a construção conjunta de conhecimento pode ser de natureza reprodutiva em certas atividades pedagógicas de socialização de conhecimento produzido em ocasião anterior, muito embora em boa parte dos segmentos analisados como momentos de aprendizagem ela se apresente como emergente e situada nas contingências do trabalho interacional dos participantes naquele momento. Em todos os casos, construir conhecimento conjuntamente se caracteriza por trabalho interacional intenso e evidente engajamento público de vários participantes da fala-em-interação de sala de aula. Palavras-chave: fala-em-interação de sala de aula, construção conjunta de conhecimento, aprendizagem, participação, construção de conhecimento compartilhado.Unisinos2012-08-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.102.08Calidoscópio; Vol. 10 No. 2 (2012): May/August; 211-224Calidoscópio; v. 10 n. 2 (2012): Maio/Agosto; 211-2242177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.102.08/986Garcez, Pedro M.Frank, IngridKanitz, Andréiainfo:eu-repo/semantics/openAccess2012-08-31T20:18:12Zoai:ojs2.revistas.unisinos.br:article/2674Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2012-08-31T20:18:12Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction Interação social e etnografia: sistematização do conceito de construção conjunta de conhecimento na fala-em-interação de sala de aula |
title |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction |
spellingShingle |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction Garcez, Pedro M. |
title_short |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction |
title_full |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction |
title_fullStr |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction |
title_full_unstemmed |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction |
title_sort |
Social interaction and ethnography: A review of the concept of joint construction of knowledge in classroom talk-in-interaction |
author |
Garcez, Pedro M. |
author_facet |
Garcez, Pedro M. Frank, Ingrid Kanitz, Andréia |
author_role |
author |
author2 |
Frank, Ingrid Kanitz, Andréia |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Garcez, Pedro M. Frank, Ingrid Kanitz, Andréia |
description |
As part of the growing area of studies investigating learning as a social phenomenon instantiated in interaction, this review article examines the concept of joint construction/production of knowledge in studies produced by the Social Interaction and Ethnography Research Group between 2006 and 2010. Such studies have analyzed segments of talk-in-interaction in various school settings in which participants reflexively demonstrate an understanding of learning as joint construction of knowledge. Although this expression is widespread in the studies examined, there are variations in how the activity is understood, particularly in relation to what distinguishes it from others. Thus, in order to systematize the understanding so far produced by the group, the present article investigates the use of this expression, and thus of its conceptual deployment, in such studies. It is observed that the notion of joint construction of knowledge: 1) is initially deployed in opposition to reproduction of knowledge; 2) then, in close association with participation and learning; 3) and finally in contrast with different understandings of socially shared cognition. The review highlights the caveat that joint construction of knowledge may be of a reproductive nature in certain pedagogical activities in which knowledge produced earlier is made available to all participants, even though in most segments analyzed as “doing learning” the activity presents itself as emerging from and contingent to the interactional work of the participants there and then. In every case, the joint construction of knowledge features intense interactional work and evident public engagement of many participants to classroom talk-in-interaction. Key words: joint construction of knowledge, classroom talk-in-interaction, learning, participation, socially shared cognition. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-08-08 |
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://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.102.08 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.102.08 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.102.08/986 |
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 |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 10 No. 2 (2012): May/August; 211-224 Calidoscópio; v. 10 n. 2 (2012): Maio/Agosto; 211-224 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
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1792203885153091584 |