Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Silva, João Batista Pires da
 |
| Orientador(a): |
Cavenaghi-Lessa, Angela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13834
|
Resumo: |
This study aims at problematizing, through language, the construction of spaces for the development of autonomous human subjects during the development of teachers work in the teaching and learning process. It also discusses the alterity, throughout the development and the appropriation of language by the student in the classroom, trying to see if there s a proper environment for the reconstruction of knowledge as a mediated action. It s also focus of this research the discussion of the meanings that arise from the classroom in an attempt to notice if there s creation and/or changes in the identities of the individuals and the social groups. The theoretical framework of this research is based on the concepts of identity and alterity (Hall, 2005; Moita Lopes, 2002), the Vygotskian studies of social psychology and his sociohistorical concept of teaching and learning. (Vygotsky, 1934), the dialogic and polyphonic dimension of language (Bakhtin, 1929) aiming at the relationship between language, ideology and human agency (Giroux, 1997). This is a participative research (Rizzini, Castro e Sartor, 1999) that took place in a public school of São Paulo having as focal participants the researcher and one teacher. The data were collected through an audio recording of a class, class observation reports focusing on the verbal interactions occured in the class and a research diary from a reflective session between the teacher and the researcher. The data were analysed according to the concepts of turn taking (Kerbrat-Orecchioni, 2006) and thematic content (Bronckart, 1999). Results indicate that teachers practive should be reflected and negociated so that the construction of teachers and students identity can be revealed |
