Questions in the classroom: Power, topic and knowledge
| Autor(a) principal: | |
|---|---|
| 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.2012.101.08 |
Resumo: | This article aims to show the relationship established between power, questions, topic and construction of knowledge in the classroom. We defend that the teacher has the institutionally conferred power to control discursive topics and that such control is implemented by means of questions designed so as construct knowledge. In order to investigate this claim we analyzed a corpus formed by recordings of science classes to control questions-answer pair, social actors and their relationship to the discursive topic. The results point that 96% question from the corpus (435 in total) were devised by the teacher, 95% of the questions are open, 92% are “didactic” and 94% questions are related to the development of the discursive topic. The teacher asks more because he has control over the topic of discourse, and questions – mostly didactic – are related to development of topic. The data confirm the initial claim that there is a relationship between power, questions, topic and construction of knowledge. Key words: question, topic, knowledge, power. |
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Questions in the classroom: Power, topic and knowledgePerguntas na sala de aula: relações de poder, tópico discursivo e conhecimentoThis article aims to show the relationship established between power, questions, topic and construction of knowledge in the classroom. We defend that the teacher has the institutionally conferred power to control discursive topics and that such control is implemented by means of questions designed so as construct knowledge. In order to investigate this claim we analyzed a corpus formed by recordings of science classes to control questions-answer pair, social actors and their relationship to the discursive topic. The results point that 96% question from the corpus (435 in total) were devised by the teacher, 95% of the questions are open, 92% are “didactic” and 94% questions are related to the development of the discursive topic. The teacher asks more because he has control over the topic of discourse, and questions – mostly didactic – are related to development of topic. The data confirm the initial claim that there is a relationship between power, questions, topic and construction of knowledge. Key words: question, topic, knowledge, power.Este artigo tem por objetivo evidenciar a relação que se estabelece entre poder, pergunta, tópico e construção do conhecimento na sala de aula. Parte-se da ideia de que o professor tem o poder, que lhe é conferido institucionalmente, para controlar o tópico, sendo este controle efetivado através das perguntas para, enfim, se chegar ao conhecimento. Para testar esta hipótese, analisamos a gravação de aulas de ciências do ensino fundamental, a fim de controlar o par pergunta e resposta, os atores sociais e sua relação com o tópico. Como resultado, constamos que, de um total de 435 perguntas, 96% foram feitas pelo professor, 95% das perguntas são do tipo abertas, 92% das perguntas foram do tipo “didática” e 94% relacionadas com o desenvolvimento do tópico. O professor pergunta mais porque tem o controle do tópico discursivo, e as perguntas, por serem em sua maioria de caráter didático, estão relacionadas com o desenvolvimento deste. Os dados obtidos corroboram a hipótese inicial de que há uma relação entre poder, pergunta, tópico e construção do conhecimento. Palavras-chave: pergunta, tópico discursivo, conhecimento, poder.Unisinos2012-03-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.08Calidoscópio; Vol. 10 No. 1 (2012): January/April; 83-96Calidoscópio; v. 10 n. 1 (2012): Janeiro/Abril; 83-962177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.08/762Santos, José Carlos Lima dosFreitag, Raquel Meister Ko.info:eu-repo/semantics/openAccess2013-01-14T20:19:05Zoai:ojs2.revistas.unisinos.br:article/1473Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2013-01-14T20:19:05Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
| dc.title.none.fl_str_mv |
Questions in the classroom: Power, topic and knowledge Perguntas na sala de aula: relações de poder, tópico discursivo e conhecimento |
| title |
Questions in the classroom: Power, topic and knowledge |
| spellingShingle |
Questions in the classroom: Power, topic and knowledge Santos, José Carlos Lima dos |
| title_short |
Questions in the classroom: Power, topic and knowledge |
| title_full |
Questions in the classroom: Power, topic and knowledge |
| title_fullStr |
Questions in the classroom: Power, topic and knowledge |
| title_full_unstemmed |
Questions in the classroom: Power, topic and knowledge |
| title_sort |
Questions in the classroom: Power, topic and knowledge |
| author |
Santos, José Carlos Lima dos |
| author_facet |
Santos, José Carlos Lima dos Freitag, Raquel Meister Ko. |
| author_role |
author |
| author2 |
Freitag, Raquel Meister Ko. |
| author2_role |
author |
| dc.contributor.author.fl_str_mv |
Santos, José Carlos Lima dos Freitag, Raquel Meister Ko. |
| description |
This article aims to show the relationship established between power, questions, topic and construction of knowledge in the classroom. We defend that the teacher has the institutionally conferred power to control discursive topics and that such control is implemented by means of questions designed so as construct knowledge. In order to investigate this claim we analyzed a corpus formed by recordings of science classes to control questions-answer pair, social actors and their relationship to the discursive topic. The results point that 96% question from the corpus (435 in total) were devised by the teacher, 95% of the questions are open, 92% are “didactic” and 94% questions are related to the development of the discursive topic. The teacher asks more because he has control over the topic of discourse, and questions – mostly didactic – are related to development of topic. The data confirm the initial claim that there is a relationship between power, questions, topic and construction of knowledge. Key words: question, topic, knowledge, power. |
| publishDate |
2012 |
| dc.date.none.fl_str_mv |
2012-03-23 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
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publishedVersion |
| dc.identifier.uri.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.08 |
| url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2012.101.08 |
| 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.2012.101.08/762 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Unisinos |
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Unisinos |
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Calidoscópio; Vol. 10 No. 1 (2012): January/April; 83-96 Calidoscópio; v. 10 n. 1 (2012): Janeiro/Abril; 83-96 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
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Universidade do Vale do Rio dos Sinos (UNISINOS) |
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Unisinos |
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Unisinos |
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Calidoscópio (Online) |
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Calidoscópio (Online) |
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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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1792203885096468480 |