Abordagem comunicativa: análise das interações discursivas de aulas investigativas de química em uma segunda língua
Data
2021-07-29
Autores
Alves, Eliakim George 
Orientadores
Ceridório, Lucinéia Ferreira
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Mortimer e Scott (2002) fundamentados na teoria histórico-cultural de Vygotsky (2001) e os gêneros discursivos de Bakhtin (BAKHTIN, 1986) classificam os padrões discursivos em sala de aula em dialógico e de autoridade, com ou sem interatividade. Com enfoque qualitativo, a partir da metodologia proposta por esses autores, Mortimer e Scott (2002), e Mehan (1979), este trabalho teve como objetivo compreender as categorias de abordagem comunicativa, os padrões de interação e os tipos de perguntas presentes nos discursos de sala de aula em segunda língua para os estudantes, no caso o inglês. O estudo foi desenvolvido sobre duas aulas investigativas sobre reatividade de metais aplicadas por dois professores de ciências em duas turmas de 9a ano de uma escola internacional. Vale destacar que os dois professores de ciências têm suas formações obtidas em diferentes países, um é brasileiro e o outro britânico. As aulas foram gravadas, transcritas e as abordagens discursivas foram analisadas e comparadas em três momentos distintos, denominados episódios: apresentação da aula, pré experimento e pós-experimento. Os resultados apresentam que houve a variação das abordagens comunicativas dos professores sem seguir a espiral proposta por Mortimer e Scott e que, mesmo se tratando do mesmo planejamento de aula, realizado pelos dois em conjunto, houve diferenças entre os discursos dos professores; um utilizou alternância entre o discursos de autoridade e dialógico, enquanto o outro permaneceu no discurso de autoridade, ocorrendo discursos não-interativos e interativos para os dois professores. As perguntas de produto, escolha e processo foram usadas pelos dois professores, sendo que um deles empregou predominantemente o tipo produto e o segundo mesclou mais os tipos de perguntas, usando com maior frequência perguntas de escolha. Ambos tiveram padrões triádicos e não-triádicos, mas com frequências diferentes, considerando as necessidades de cada turma. Nesse sentido, notou-se que a turma com menor habilidade no idioma, na aula ministrada com professor de origem britânica, o discurso permaneceu em vários momentos no domínio do professor e, para a elaboração de respostas, houve também possibilidade maior de reflexão e compartilhamento de ideias entre os próprios estudantes. Por outro lado, para a turma com maior habilidade do idioma com o professor brasileiro, houve maior alternância entre a fala do professor e estudantes levando a maiores números de padrões interativos de todos nessa sala. Os professores apresentaram características diferentes em seus discursos, porém ambos com a intenção de desenvolver a estória científica em sala de aula. O trabalho traz resultados relevantes ao discurso no ensino de Ciências praticado em segunda língua de modo que devem servir de referência e contribuição para a prática em sala de aula e também a outros estudos nessa área de pesquisa.
Mortimer and Scott (2002), based on the cultural-historical theory of Vygotsky (2001) and the discursive genres of Bakhtin (BAKHTIN, 1986), classify the discursive patterns in the classroom into dialogic and authoritative, with or without interactivity. With a qualitative focus, from the methodology proposed by these authors, Mortimer and Scott (2002), and Mehan (1979), this work aimed to understand the communicative approach categories, interaction patterns and the types of questions present in these speeches, that occurred in the student's second language, in this case English. The study was developed in two investigative classes on metal reactivity applied by two science teachers in two 9th grade classes of an international school. It is noteworthy that the two science teachers have training obtained in different countries, one is Brazilian and the other British. The classes were recorded, transcribed and the discursive approaches were analyzed and compared in three different moments, called episodes: class presentation, pre-experiment and post-experiment. The results show that there was a variation in the communicative approaches of teachers without following the spiral proposed by Mortimer and Scott and that, even when dealing with the same lesson plan, carried out by both teachers, there were differences between the teachers' speeches; one used an alternation between the authority and dialogic discourses, while the other remained in the authority discourse, with non-interactive and interactive discourses occurring for both teachers. The product, choice and process questions were used by both teachers, with one of them predominantly using the product type and the second mixing the types of questions more frequently, using choice questions more frequently. Both had triadic and non-triadic patterns with different frequencies, considering the needs of each class. In this sense, it was noted that the class with less language ability, in the class taught with a British teacher, the speech remained at various times in the teacher's domain and, for the elaboration of answers, there was also greater possibility of reflection and sharing ideas among the students themselves. On the other hand, for the class with greater language ability with the Brazilian teacher, there was greater alternation between the teacher's and students' speech, leading to greater numbers of interactive patterns for the participants in that classroom. Teachers presented different characteristics in their speeches, however, both had the intention of developing the scientific story in the classroom. The work brings relevant results to the discourse in Science teaching practiced in a second language so that they should serve as a reference and contribution to the practice in the classroom and also to other studies in this area of research.
Mortimer and Scott (2002), based on the cultural-historical theory of Vygotsky (2001) and the discursive genres of Bakhtin (BAKHTIN, 1986), classify the discursive patterns in the classroom into dialogic and authoritative, with or without interactivity. With a qualitative focus, from the methodology proposed by these authors, Mortimer and Scott (2002), and Mehan (1979), this work aimed to understand the communicative approach categories, interaction patterns and the types of questions present in these speeches, that occurred in the student's second language, in this case English. The study was developed in two investigative classes on metal reactivity applied by two science teachers in two 9th grade classes of an international school. It is noteworthy that the two science teachers have training obtained in different countries, one is Brazilian and the other British. The classes were recorded, transcribed and the discursive approaches were analyzed and compared in three different moments, called episodes: class presentation, pre-experiment and post-experiment. The results show that there was a variation in the communicative approaches of teachers without following the spiral proposed by Mortimer and Scott and that, even when dealing with the same lesson plan, carried out by both teachers, there were differences between the teachers' speeches; one used an alternation between the authority and dialogic discourses, while the other remained in the authority discourse, with non-interactive and interactive discourses occurring for both teachers. The product, choice and process questions were used by both teachers, with one of them predominantly using the product type and the second mixing the types of questions more frequently, using choice questions more frequently. Both had triadic and non-triadic patterns with different frequencies, considering the needs of each class. In this sense, it was noted that the class with less language ability, in the class taught with a British teacher, the speech remained at various times in the teacher's domain and, for the elaboration of answers, there was also greater possibility of reflection and sharing ideas among the students themselves. On the other hand, for the class with greater language ability with the Brazilian teacher, there was greater alternation between the teacher's and students' speech, leading to greater numbers of interactive patterns for the participants in that classroom. Teachers presented different characteristics in their speeches, however, both had the intention of developing the scientific story in the classroom. The work brings relevant results to the discourse in Science teaching practiced in a second language so that they should serve as a reference and contribution to the practice in the classroom and also to other studies in this area of research.
Descrição
Citação
ALVES, E. G. Abordagem comunicativa: análise das interações discursivas em aulas investigativas de Química em uma segunda língua. 2021. 174 f. Dissertação (Mestrado em Ensno de Ciências e Matemática) - Instituto de Ciências Ambientaêuticas, Universidade Federal de São Paulo, 2021.