'Estou preenchendo ainda aqui': o gerenciamento da multiativiadade da escrita em atendimentos pedagógicos

• Ano de defesa: 2022
• Autor(a) principal: Lemos, Luana Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Estudos Linguísticos; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Linguística
• Palavras-chave em Português: Análise da Conversa Multimodal; Atendimento pedagógico; Interação escola x família; Acolhimento escolar; subject.br-rjbn; Linguística
• Link de acesso: http://repositorio.ufes.br/handle/10/16990

Much of social life takes place in situations where conversation is the central activity (SCHEGLOFF, 2006). For these situations, participants organize themselves for sustained mutual involvement and exchange statements one after the other with minimal gap and overlap (SACKS; SCHEGLOFF; JEFFERSON, 1974). However, the conversation can be paused so that one of the participants can perform another action, such as writing, for example. Anchored in the theoretical perspective of Conversation Analysis, we propose to describe and analyze, in the context of pedagogical assistance at a school in Greater Vitória, what people do, in interaction, when one of them is performing the multiactivity of writing and consequently when “doing” or “not doing” silence becomes relevant and demands a specific interactional work among the participants. In this way, we will present analyzes of writing situations in the interaction, caught in the corpus generated for the purposes of this research, with the objective of verifying how people deal with it in the interaction. With a view to dealing with the analytical issues, we focused on managing the multiactivity of writing in the interaction of three analytical steps: (1) The change in participation status; (2) The misalignment between the participants; (3) The organization of shift taking. Due to this proposal, we base this research on the principles of Conversation Analysis (SACKS; SCHEGLOFF; JEFFERSON, 2003 [1974]). To support the methodological framework, we mainly convene the analytical categories of multimodality proposed by Mondada (2016, 2018, 2019). In addition to these theorists, we also turned to researchers such as Oliveira (2006, 2012), Erickson and Shultz (1982), Garcez (2002, 2008), Hoey, (2015, 2017), Ramos (2010), Gago (2002), Ostermann ( 2002), Loder (2006), Del Corona (2009). The results of this study show how the lapse in interaction is perceived and treated by the participants during the pedagogical service and what are the main methods people use for the interactional work of “being silent” or “not being silent” and the possible discomforts that these moments can provoke in the participants while waiting for the minutes to be ready. Through this research, the aim is to contribute both to the studies of multimodal CA on the study of the silence in interaction and the multiactivity of writing, and to the practice of professionals who welcome families in pedagogical assistance in schools.