A DIALOGIA LÚDICA DO PROFESSOR DE CURSINHO PRÉ-VESTIBULAR: QUE DIÁLOGO É ESTE?

• Ano de defesa: 2009
• Autor(a) principal: CABRAL, EDUARDO MAURICIO VIEIRA
• Orientador(a): Almeida, Jane Soares de
• Banca de defesa: Almeida, Jane Soares de, Barbosa, Joaquim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de Sao Paulo
• Programa de Pós-Graduação: Educacao
• Departamento: Educacao:Programa de Pos Graduacao em Educacao
• País: Brasil
• Palavras-chave em Português: Linguagem lúdica; Visão de alunos; Trabalho do professor; Humor; Ensino Médio
• Palavras-chave em Inglês: Ludic language; Perception of the student; Work of the professor; Humour; Secondary school.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/2025

This study has as objective the understanding of the didactic-methodological work of the teachers of courses for admission in higher education, articulated with the conditions of the ludic language, unchains a reasoning that dynamizes the classes. Anchored in the Enunciation theory, the Act and the Dialogism of Mikhail Bakhtin, it argues the type of action produced with the interaction professor/student in the context of the educational institution. The study also searchs to analyze the concept of the bakhtinian theory under the aspect of the language and the discourse of these professors. It prepares the language as the generator knowledge, which explicitates the interpersonal relations, the form of differentiated communication and the way they manifests in the educational contexts. For in such a way, the enunciation and the dialogism have as approuch the teacher of courses for admission in higher education that constitutes front the student in an action of auto-recognition of the collect of this another being. This conceives an alterity movement, follows the idea of that the language produces the action. Thus, professors and students, carrying citizens of distinct biographies, occupy environments equally uneven. This enunciative dynamics is registered by semi-structurated interviews with ten students of these courses and also with ten students of public institutions.