A interação entre mediador e mediado em situações de dificuldades de aprendizagem em língua portuguesa.

• Ano de defesa: 2012
• Autor(a) principal: Souza, Mérice de Lourdes de
• Tipo de documento: Dissertação
• 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: Interação mediador-mediado; Orientação escolar; Discussão e negociação; Conteúdo escolar gramatical; Dificuldade de aprendizagem; Saberes escolares; Mediator-mediated interaction; School guidance; Discussion and negotiation; School grammatical content; Learning difficulties; School knowledge; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6384

This research study focuses on student-student interaction in the context of Portuguese Language classes. We want to know if the interactive process, consisting of a mediator - the student most competent - by directing a mediated learner - less competent - favors those who have difficulty learning in school grammatical contests. Whereas, in the classroom we find the existence of "gaps" in knowledge internalized and accumulated, resulting in an uneven learning. For the theoretical foundation in Interactional Sociolinguistics, We base in JJ Gumperz and Jenny Cook-Gumperz, Erwing Goffman and Stella Maris Bortoni-Ricardo. In Conversation Analysis Catherine Kerbrat-Orecchioni, beyond the dimensions of learning and Zone of Proximal Development, Lev Vygotsky Semenovitch, among others. The research environment it is a state educational institution in João Pessoa. The analysis methodology is based on the Ethnography of Communication, essentially interpretive, which focuses on investigating the problems in schools, such as learning difficulties of the students. The data analysis confirms the learning difficulties of students in school grammatical contests, because they consist of minute details to be recognized. It was evident that the orientation of a student more competent can beneficially influence a student less competent in the construction of meaningful learning, to a lesser or greater degrees, making them also come to the resolution of school activities.