Este artigo foi elaborado a partir da proposta em se analisar o uso das máximas conversacionais em dois tipos de discurso, uma entrevista fornecida pelo ex. Ministro das Relações Exteriores José Serra à rádio ONU e um discurso concedido pelo Senhor Presidente da República, Michel Temer, durante Abertura do Debate Geral da 71ª Assembleia Geral das Nações Unidas. Por meio da comparação desses discursos, o artigo procura encontrar os pontos coincidentes entre as duas manifestações orais, assim como a violação ou não das Máximas Conversacionais estabelecidas por Grice (1982).
This study aims to show the possibility of using virtual environments/tools that are just considered social networking settings/tools as auxiliaries to develop the teacher formation process, and to verify how the knowledge is produced during the formation process developed in a distance setting through Microsoft Service Network Messenger (MSN). In this way, this study had as basis a continuing professional development project based on the relations between the researcher and an English teacher that worked at Basic Level I in a municipal school in Conceição dos Ouros, Minas Gerais, Brazil. As foundation to the discussions, this study is based on Lévy's (19961999 works to understand the settings/tools supplied by computer-mediated communication (CMC); on works developed by Brookfield (1987), Freire (1979Freire ( /2001, and others to understand the critical reflective principles and the language role mediating the social inter-relations that has the argumentation as an important tool to the development of the critical reflective thought. Parts of the reflective sessions were selected and analyzed. The intention of analyzing the cutting data was to understand how sense about teaching-learning was questioning and new meanings were shared during the teacher formation activity on the environment used. The results show that: 1. The virtual setting allowed that the teacher formation activity was updated becoming real in a virtual setting, acquiring an interaction similar as a face-to-face interaction; 2. The knowledge production happens when there are opportunities to the participants to manifest themselves, to expound their opinions, to agree or disagree, to listen and to be listened, to argue and to convince others, and to learn to interact with others respectfully; and 3. In this social production process, the role of the other become fundamental to trigger off new zones of proximal development (ZPDs), to reorganize and transform the senses, to build new meanings, and to develop.
This article aims at presenting and discussing the work with monitorship as a tool to continuing teacher's formation.As foundation to the discussions, this study is based on the works developed by Vygotsky (1934Vygotsky ( /1998, Leont'ev (1904/1959), and Brookfield (1987 to understand the critical reflective principles and the language role mediating the social inter-relations. The results show that the work developed through the monitorship propitiated the teacher's reflections on the theory learnt and on how the teaching-learning process is related to the students' needs and the practice developed in the classroom. The results also show that the work developed through the monitorship allowed a more active and responsible attitude from the students in the teaching-learning process, constructing their knowledge and transforming their senses through the meaning shared socially.
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