Discurso em salas de aula de ciências: uma estrutura de análise baseada na teoria da atividade, sociolinguística e linguística textual

Detalhes bibliográficos
Ano de defesa: 2011
Autor(a) principal: Rodrigo Drumond Vieira
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Minas Gerais
UFMG
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/1843/FAEC-8SSHXZ
Resumo: In this dissertation we introduce a new framework and methodology to analyze science classrooms discourse and apply it to a university physics education course. Three theoretical bases were adapted to develop the framework: activity theory, sociolinguistics, and textual linguistics. From activity theory we applied units of analysis (activity, actions, and operations) to organize and structure the discourse analysis. We drew from sociolinguistics in order to obtain the speakers perspectives, developing an emic perspective, and through this perspective, considered ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g., argumentation, explanation, narration, description, injunction, and dialogue). From this analysis we propose an examination of a teachers discourse moves, which we labeled Discursive Didactic Procedures (DDP). Thus, the framework provides a means to situate these DDP in different types of language organization, examine the roles such DDP play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate the teacher´s DDP and their roles in the ongoing discourse.