Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Saraiva, Jonas Rodrigues
 |
| Orientador(a): |
Pereira, Vera Wannmacher
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
| Departamento: |
Escola de Humanidades
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/8128
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Resumo: |
This thesis connects the concepts of consciousness and relevance, applying them to the study of the dialogue between teacher and student undertaken on the classroom. The main goal consists in to approach the dialogical interaction on teaching-learning situations, considering the roles of teacher and student, aiming to propose a theoretical-practical contribution to the linguistic-pedagogical concepts which underlie such situations, by means of a psycholinguistic interface. This work is mainly based on the concepts of consciousness and linguistic consciousness (BAARS, 1997; DEHAENE, 2009; GOMBERT, 1992), relevance (SPERBER; WILSON, 1986; 1995; 2005; derived from GRICE, 1975), educational dialogue (WALTON, 2012) and mediation (VYGOTSKY, 1991; 1993), by means of a psycholinguistic interface of such concepts, considering the other areas and subareas involved, based, also, on interdisciplinary perspectivism from interdisciplinarity (COSTA, 2007). Cognitive and communicative characteristics from the dialogue are investigated, under language processing’s prism, proposing, towards the theoretical imbrication between Linguistics and Psychology, based, respectively, on the pragmatic notion of relevance and the psychologic-cognitive notion of consciousness, the interdisciplinary constitution of a specific kind of dialogue geared onto learning situations. In such dialogue, the teacher assumes a manager position concerning the interaction by using its metacognitive capacity to focalize its attention on characteristics regarding the processes of language comprehension and production, looking to its maximum relevance and, therefore, optimizing the knowledge’s production mediation. From a metacognitive analysis disposition (MAD) concerning the language, the agent turns out to be able to communicate in a conscient manner, which constitutes what we name as “Conscient Pedagogical Dialogue” (CPD). The investigation concerning this kind of dialogue is geared towards two questions, which outline the approached research problem: a) Which linguistic and metalinguistic aspects from pedagogical dialogue may be raised as preponderant to the production of knowledge in formal teaching situations?; and b) How the professor’s consciousness concerning linguistic aspects of the dialogue may be preponderant to the knowledge’s production mediation?. Considering this research problem, this work contributions are placed, on a theoretical field, whereas interdisciplinary conceptual innovations, as MAD and CPD, and, on a practical field, whereas the proposal’s application potential by means of CPD’s exemplification processing and Consciousness Self-Application Quiz’s constitution, looking into teacher training. This study’s main conclusion regards the proposition’s potential contribution into the professor’s role as a conscient manager of teaching with a view to the learning’s potentialization by means of the dialogue. |
