Análise da Conversa Etnometodológica e Educação Linguística: algumas contribuições para a formação de professores

Bulla, Gabriela da Silva; Schulz, Lia

doi:10.4013/cld.2018.162.02

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…By exploring an episode of unplanned teaching that emerges from a contingent, unforesee n event in the classroom, the present article may help fill a long-standing gap in teacher education programs, that is, the development of teacher knowledge and awareness about aspects of social interaction. The relevancy and pertinence of evidence-based reflection for the work of teachers have been highlighted by recent studies on learning settings in Brazil, such as de Souza, Malabarba and Guimarães (2020), Bulla and Schulz (2018), Dalacorte (2003), and Kanitz and Garcez (2020).…”

Section: Discussionmentioning

confidence: 99%

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

Malabarba¹

2022

RAbralin

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This paper investigates socialization into classroom whole-group participation from an interactional and micro-analytic perspective. Drawing on the single case of a moment of explicit socialization into the participation norms of elementary-school classroom interaction, it shows how such norms become a ‘learnable’, i.e., the object of teaching/learning. Specifically, it demonstrates in detail how a teacher turns a single student’s complaint related to the student’s trouble accessing the floor into an opportunity to socialize the group of students into the practice of raising hands to bid for the floor and waiting until being selected to deliver a turn-at-talk. This includes avoiding treating the complaint as a matter for reproaching the students who are not following the norms, and instead, explicitly stating the interactional trajectory of what constitutes - from the teacher perspective - a successful manner to get access to the floor and contributing to the whole-group discussion. The analysis of the sequence organization of talk during this moment unpacks the multifaceted and contingent nature of the teaching and learning of oral social practices and unveils 1) divergent orientations and methods for managing and contributing to the classroom talk; and 2) underlying moral issues connected both with the student’s complaint and with how it is treated by the teacher. The findings resulting from the fine-grained analysis of a unique episode allow for discussion on broader social issues, such as asymmetry and morality. They constitute a potentially relevant resource for further research on other cases and contexts, and for professional reflection as well.

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Section: Discussionmentioning

confidence: 99%

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

Malabarba¹

2022

RAbralin

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“…In an initial thrust, a considerable amount of work went into describing the nature of classroom interaction (Andrioli & Ostermann, 2020;Conceição & Garcez, 2005;Dalla Vecchia, Jung, & Petermann, 2019;Garcez, 2006Garcez, , 2012Garcez & Melo, 2007;Garcez & Salimen, 2011;Garcez & Lopes, 2017;Semechechem & Jung, 2017), examining issues of classroom language instruction (Baumvol & Garcez, 2017;Jung, 2009; Peterman & Jung, 2017), language proficiency assessment (Abeledo, Fortes, Garcez, & Schlatter, 2014), and the construction of knowledge in and out of classrooms comparatively Malabarba;Guimarães, 2020;Frank & Kanitz, 2014;Garcez, Frank, & Kanitz, 2012a, 2012bKanitz & Garcez, 2020;Schnack & Ostermann, 2010). As argued by Bulla and Schulz (2018), such efforts have come to relevantly inform teacher education.…”

Section: Conversation Analysis In Brazil: Gains Of Coping With the Challengesmentioning

confidence: 99%

Introduction

Ostermann

Garcez

2021

cali

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Escrita acadêmica no ensino técnico integrado ao médio: negociações em torno da escrita de um TCC

Petermann

Jung

2020

Fórum Linguist.

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Neste artigo temos como objetivo discutir como participantes – aluno orientado e professor orientador – constroem conjuntamente entendimentos acerca do que conta como escrita acadêmica durante uma sessão de orientação e, ainda, como esses entendimentos são elaborados pelo estudante na escrita de um TCC. O aporte teórico-metodológico adotado são os pressupostos da etnografia da linguagem (RAMPTON; MAYBIN; ROBERTS, 2014; GARCEZ, SCHULZ, 2015), entendendo etnografia como forma de teorização (LILLIS, 2008), dos estudos de Letramentos Acadêmicos (LILLIS; SCOTT, 2007; LEA; STREET, 2014) e do dialogismo (BAKHTIN, 2016; VOLOCHINOV, 2017). Como resultados, reconhecemos que o aluno traz padrões de escrita escolares para escrever seu TCC e a negociação com o orientador o leva a entender aos poucos o que conta como escrita nessa prática de letramento que envolve pesquisa. As negociações acerca do que conta como legítimo para um TCC são determinadas também pelos posicionamentos sócio-históricos que os sujeitos da linguagem mutuamente se atribuem e pela interlocução estabelecida com diferentes interlocutores (orientador, possível leitor, academia).

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Análise da Conversa Etnometodológica e Educação Linguística: algumas contribuições para a formação de professores

Cited by 3 publications

References 3 publications

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

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

Introduction

Escrita acadêmica no ensino técnico integrado ao médio: negociações em torno da escrita de um TCC

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