Linguagem e afetividade: a construção subjetiva da professora em suas narrativas

Borges, Fabrícia Teixeira; Almeida, Ana Rita Silva; Mozzer, Geisa Nunes de Souza

doi:10.1590/s1984-02922014000100011

Cited by 2 publications

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“…Enfim, consideramos, a partir da narrativa de Sherazade, que o processo de significação da escolha em atuar com contadora de histórias em biblioteca escolar foi permeado pelas experiências vivenciadas e pelos significados constituídos por ela em suas atividades, seja no contexto escolar ou familiar, os quais podem interferir e serem relacionados por afetividade e pela história de vida (Borges, Almeida & Mozzer, 2014).…”

Section: Microanálise Das Interações Na Contação De Históriasunclassified

Interação do vírus do anel do pimentão (Pepper ringspot virus - PepRSV) com plantas hospedeiras

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This study is based on the idea that human development occurs through multiple forms and actions that are constituted throughout the life of the subject and from social interactions and processes of signification. If we are constituted in the world as interactive beings, immersed in culture, we need another to establish mediation and help us in the process of human development. Thus, in view of communication, this mediation is done with the use of language, in all its forms of manifestation, always requiring an interlocutor and constituting a dialogical process. This dissertation results from a Case Study that sought to analyze how the process of meaning of a teacher in interaction with students favored her constitution as a storytelling teacher in the context of the school library of Early Childhood Education in a school in Distrito Federal. In order to achieve this general objective, it was necessary to: identify relevant experiences that contributed to the teacher's meaning in being a storyteller; to describe the interconnections between moments lived in the past and present, and future perspectives, which constituted the process of meaning of the teacher; and to analyze the interactions that occurred in the context of the School Library between the storyteller and children who constituted the process of meaning in being a teacher. We used the theoretical contribution of human development in the perspective of Cultural Psychology with emphasis on the historical-cultural context, as well as dialogism, based on a psychological reading of the phenomenon. The theoretical framework considered fundamental authors and bibliography related to the following themes: human development, signification process, social interactions, storytelling, school library, children's literature. Among the authors studied are the classics Vygotsky, Leontiev, Luria, and contemporaries Bruner, Valsiner, Zittoun, Bakthin, besides Bourdieu, Cosson, Benjamin, Caixeta, Pontecorvo, Ajello and Zuccermaglio, among others. The instruments used in data construction were: the teacher's life history, learned through her narrative and from answers given to questions about her biography; the filming of an episode of storytelling by the library teacher with students from a 2nd period class; and direct observation, in relation to the physical space and the dynamics of the school library teacher, with notes in a logbook. As for the data analysis procedures, thematic analyzes were carried out through dialogic analysis of the conversation adapted to Psychology in relation to the map of meanings of the teacher's choice (who received the fictitious name of Sherazade) in acting as a storyteller in a library and the microanalysis of storytelling interactions. Among other conclusions, the research results showed that: human development is a process that is always fraught with biological, social, historical and cultural factors; it is possible to leverage human development through narratives; there is a concern of rescue of the orality by Sherazade, from the mul...

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Section: Microanálise Das Interações Na Contação De Históriasunclassified