O movimento responsivo e o arranjo tópico em sala de aula

• Ano de defesa: 2018
• Autor(a) principal: Rigo, Karina de Almeida
• Orientador(a): Diedrich, Marlete Sandra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Instituto de Filosofia e Ciências Humanas - IFCH
• País: Brasil
• Palavras-chave em Português: Professores e alunos; Ambiente de sala de aula; Análise do discurso narrativo; Identidade; Língua alemã
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1482

This dissertation has as its theme the responsive movement marked into the classroom spoken discourse. From the examination of this movement in a singular and naturalistic setting, in the light of the precepts of the Analysis of the Conversation and Bakhtin's Circle theory, the gaze turns to the interaction between the teacher and students. Two theoretical axes base this investigation: aspects of the thinking of the Circle - Bakhtin (1920/2012, 1921/2014) - they are related to the studies of the examination of the spoken text, from the linguistic aspect of the Analysis of the Conversation, represented by the international references of Kerbrat-Orecchioni (2006) and Goffman (2012, 2014); And by the national references of Marcuschi (1986) and Jubran (2015). These theoretical affiliations, although distinct, anchor a unit of systematic observation of the thread of the conversation and the interactional environment that involves the exchange, both by the insertion of the researcher in the field mobilized by an authentic corpus. The study is motivated by the possibility of immersion in the school interaction environment - place which teachers and students, through the linguistic manifestation, the appropriation of the word and the space of saying, establish relations of meaning. The main objective of this research is to analyze the projections of the student's responsive movement in relation to the teacher's discourse in the spoken text in the classroom, in order to indicate how this responsiveness is configured and, consequently, influences the interaction in the school space. Due to this higher goal, the work aims: to apprehend and demonstrate the student's responsive movement in relation to the teacher's discourse through the verbal and nonverbal marks constituent of the spoken text in the classroom space; to describe the great topic arrangement that shapes the interaction in the classroom, establishing regularities derived from the singular situation recorded; and, finally, to identify the relation between the student's marks of responsiveness and the discursive organization in the school space. Therefore, this research is configured as exploratory, descriptive and qualitative. As pathways of the analysis, two contours have been adopted: i) the general framework of authentic domain of the interaction and its topical discursive organization; and ii) transcribed conversational segments prioritized as a function of the demonstration of the responsive movement through the discursive projections in the observed event. In short, the analysis allows establishing some considerations: in the interaction, there is the constant and recurrent presence of formal topics in function of the control established by the teacher. In the course of this topic, whose discursive purpose corresponds to the content of the lesson, the students, in general, respond in a disengaged and unfocused way. This low degree of engagement with the formal topic leads to some strategies of split and inclusion of parallel topics characterized by spontaneous conversation. From the negotiation procedures of this great topic arrangement, it was possible to grasp a relevant characteristic of the responsive movement: while there are marks of the discrepancy between the interactional purposes of the teacher and the students, there is evidence that, in relation to the purposes imbricated to the social role of teacher and students, the grade (formal evaluation) represents the point of agreement among those involved.