Participação, Protagonismo E Aprendizagem Na Fala-Em-Interação De Sala De Aula Em Uma Equipe De Trabalho No Ensino Médio

Abstract

RESUMO: Neste artigo temos como objetivo reconhecer protagonismo e agentividade no trabalho de fazer aprendizagem em dados de fala-em-interação da pesquisa de mestrado de Petermann (2016) realizada em um colégio privado no Paraná que funciona por meio de projetos temáticos de aprendizagem. A perspectiva epistemológica é a da Análise da Conversa Etnometodológica

I’ll tell you a secret: socialization into oral social practices in elementary school whole group interaction

“…Teachers' 'pass-on turns' were accomplished through a variety of practices (e.g., repeating the question turn) and prompted students to formulate appropriate answers to their peers' turns. A similar yet distinct practice was reported by Petermann and Jung (2017) in a study of a mixed-grade secondary History classroom in the South of Brazil. The teacher fostered students' agency during a group activity by not promptly answering their questions, and instead making further questions addressed to all the students on the subject at hand.…”

“…Indeed, turn allocation and student selection can be seen as part of teachers' 'stocks of interactional knowledge' (PERÄKYLÄ; VEHVILÄINEN, 2003) and constitute one of the number of tasks that teachers, as the ones expected "to ensure that the discussion proceeds in an orderly manner" (NAS-SAJI; WELLS, 2000, p. 378), must coordinate during whole-group conversational activities. Such tasks include monitoring students' knowledge by, e.g., designing questions in ways as to elicit specific responses on notions that they are expected to have already learned (e.g., MARGUTTI, 2006), encouraging students' participation (e.g., SAHLSTRÖM, 1999), displaying affiliation with the students' contributions (e.g., TADIC; BOX, 2019; HALL; MALABARBA; KIMURA, 2019), and fostering students' agency (e.g., WILLEMSEN et al, 2019;PETERMANN;JUNG, 2017). For example, in their study of a fourth-grade classroom in the Netherlands, Willemsen et al (2019) showed how teachers dealt with students' questions and comments during whole-group conversation by returning the floor over to the students instead of responding to the questions themselves.…”

“…Thus, being interactionally competent to participate in educational settings results from recurrent participation in these settings, which children experience early on. Teachers' crucial role in shaping students' classroom participation methods has been pointed to in a number of studies (e.g., CEKAITE, 2017; MARONI; GNISCI; PON-TECORVO, 2008;JUNG;GONZALEZ, 2009). For example, in her study of multilingual immigrant children in a school in Sweden, Cekaite (2017) showed how becoming a more competent participant in whole-group instruction involved not only learning what the teacher considered to be relevant and timely contributions to the classroom talk.…”