A mobilização do conhecimento na aula expositiva: efeitos de ações sociocognitivas

• Ano de defesa: 2010
• Autor(a) principal: Ribeiro, Roziane Marinho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Linguística; Programa de Pós Graduação em Linguística; UFPB
• Palavras-chave em Português: Conhecimento; Mobilização; Aula expositiva; Linguagem; Cognição; knowledge; Mobilization; Expositive class; Language; Cognition; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6343

Knowledge is an object of study that is attracting increasing interest from many researchers in the field of linguistics, especially of Cognitive Linguistics, interested in investigating the epistemological phenomena and processes of knowledge construction in its relationship with language. Guided by this interest, we intended to expand this investigative framework, focusing the research on the process of knowledge mobilization. Accordingly, this thesis has significant relevance as it includes, in its theoretical discussion, new elements in this relationship between knowledge and language, moreover, it proves to be of great value within the limits of the social-cognitive paradigm, which stresses the need for more investment by linguistic researchers, enabling scientific products to expand in this area of scientific study, yet little visited and little understood. How is the mobilization of knowledge processed in the expositive class under the effects of socio-cognitive actions? This question sets up the problem that guided the investigative actions of this work and, aiming to answer it, we established as main objective to analyze the linguistic-discursive and linguistic-cognitive actions involved in the process of knowledge mobilization in discursive activity expositive class. In order to achieve this goal, we took qualitative research as the necessary methodology to achieve our purpose. Thus, we followed the procedures of the descriptive interpretative research, building up the corpus from the observation and video recording of expositive classes. 30 classes were recorded in several undergraduate courses, in a private educational institution. The analysis of the collected data is based on the general principles of cognitive linguistics of social basis, of CED (Critical Studies of Discourse) and the Habermasian philosophy. By analyzing the linguistic acting of teachers and students during interactions in the expositive class, we initially noticed the key role language plays in the process knowledge mobilization, because only through that mobilization knowledge is developed, in a corresponding angle, we observed that this mobilization happens due to several socio cognitive actions that activate processes of discursive, cognitive and social nature involved in the construction movement, socialization and systematization of knowledge in a class. From the results of that analysis, three statements can be outlined as a conclusion and these can also serve as motivation for future research: the communicative frames and the layers of language actions operate, respectively, generating other frames of knowledge and areas of distinct actions, in which knowledge is experienced by the subjects; knowledge management in the cognitive dimension has marks of the "ratchet effect" and idealized cognitive models (ICM); knowledge manifests itself discursively in actions of validation, adaptation and ideological management, regulatory, building and sharing, through which the subjects act in various communicative events, intentions and motivated by intentions and factors related to social practices.