A Linguagem na formação de Conceitos na sala de aula de física na educação de jovens e adultos

• Ano de defesa: 2010
• Autor(a) principal: Erico Tadeu Fraga Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação; Fisica Estudo e ensino; Prática de ensino; Educação de adultos
• Link de acesso: http://hdl.handle.net/1843/BUOS-8CCNAJ

In this research we investigated the meaning making by young and adult students in the discursive interactions in a Physics classroom of Adult Learning Education (ALE) during the development of a teaching sequence of optics entitled Light, Color and Vision. We focus our attention and analysis in the discursive production (both oral and written) between teacher and students and among them. We investigated how the students speech is related to the teaching alien words and the science education language. We also examined the teachers action in the ALE, which is used to engage the students in the meaning making, process, thus allowing the mastery of scientific concepts. For analysis of the students discursive production and teaching actions we selected three episodes of teaching, which students worked scientific concepts about elementary optics (specular and diffuse reflection of light and the model of light and vision). Therefore, we applied the concepts of responsive understanding of Bakhtin (1953/1997), the communicative approach of Mortimer & Scott (2003), the distinction between explanatory and argumentative discourse (BRONCKART, 1999; VIEIRA & NASCIMENTO, 2009) and the students relationship with school discourse (FONTANA, 1996). The analysis allowed us to highlight a predominantly interactive/dialogic speech at the beginning of the episodes, which were concluded with a non-interactive/authoritative speech. Sometimes, the teacher develops the concepts based on students production and solutions proposed by them to the problem in question. We noticed, as well, that the teachers attention to the students contributions, with praise and encouragement, resulted in a protagonism, by the students, as coauthors of the classroom discourse. The analysis allowed us to conclude that the teachers actions promoted more intertwining relationship between the students own words and the alien words of school science.