"Deixa o professor explicar?": a coprodução de moralidade na fala-em-interação de sala de aula na modernidade recente

• Ano de defesa: 2024
• Autor(a) principal: Ceccon, Deyvid Petri
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Estudos Linguísticos; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Linguística
• Palavras-chave em Português: Reclamações; Reprimendas; Pedidos; Linguística
• Link de acesso: http://repositorio.ufes.br/handle/10/18153

This research examines how participants in classroom interaction implement morally loaded actions and thereby manage a moral stance in interaction. It is known that the activity of attributing rights and responsibilities to self and others is a pervasive one in social life (Linell; Rommetveit, 1998) that is also evident in the organization of classroom participation in late modernity (Rampton, 2006). This qualitative study aims to, within the theoretical and methodological framework of Conversation Analysis, investigate when and with which resources the participants in our data make relevant a certain moral order of society and engage on collaboratively doing morality in interaction. In addition, this study aims to provide a characterization of how the interactional production of morality relates to the new communicative order of contemporary classroom talk-in-interaction (Garcez; Lopes, 2017). For instance, morally charged actions can be observed in complaints and reproaches addressed to students by teachers. However, in relation to the emerging interactional arrangement of the classroom, we seek to explain how sanctions like these also occur among the students themselves. Indeed, their actions are implemented in disadvantage or in favor of the teacher’s program of action. For accomplish our analytical purposes, we proceeded with a sequential and multimodal analysis of audiovisual data that belong to the corpora of Grupo Linguagem, Interação e Etnometodologia (GLIE), which consist of excerpts of naturalistic interactions recorded in a public school of Grande Vitória/ES (Goulart, 2020; Mascarenhas, 2020). Among the results of the research, the following interactional patterns were observed: a) the management of moral stance in disadvantage of the main interaction (“PMDIP”); and b) the management of moral stance in favor of the main interaction (“PMPIP”). We observed that such patterns, which are illustrative of the new communicative order, have as sequential developments a discrediting action by teachers in second sequential position (PMDIP) and a ratifying one in second sequential position (PMPIP). This shows us the relevance of teachers' moral work in the classroom interaction. We also analyzed cases of non-co-production of morality in interaction, when teachers are not oriented towards carrying out this work. Therefore, the study sheds light on the interactional consequences of managing a moral stance for ongoing activities in interactions regarding the possibilities of the teachers’ moral work, which point to different ways of doing morality collaboratively in the contemporary classroom.