nÃo hà / Esta pesquisa analisa como se manifesta a interaÃÃo escrita professor-aluno em turmas de 1 ano do ensino mÃdio de uma escola pÃblica do Estado do Cearà em contexto de uso da metodologia da aprendizagem cooperativa, levando em consideraÃÃo a estrutura linguÃstica e o contexto social do gÃnero Processamento de grupo. Para tanto, tem-se como objetivos: I) identificar as aÃÃes sociais das professoras e dos alunos; II) analisar os tipos de papÃis que eles assumem; e III) examinar de que modo professoras e alunos organizam a mensagem por meio da qual se relacionam nesse contexto. O Processamento de grupo trata-se de um registro oral ou escrito atravÃs do qual alunos e professores devem avaliar o trabalho executado pelos grupos de estudantes. Esse gÃnero textual foi analisado a partir do suporte teÃrico da LinguÃstica SistÃmico-Funcional, mais especificamente, investigaram-se as variÃveis campo, relaÃÃes e modo; os Processos e seus Participantes, no Sistema de Transitividade; as categorias de Modo e ResÃduo, no Sistema de MODO; as categorias Dado/Novo, no sistema da Estrutura da InformaÃÃo; e as categorias Tema/Rema, alÃm dos tipos de Tema, no sistema da Estrutura TemÃtica. A anÃlise sistÃmico-funcional do gÃnero Processamento de grupo revelou que a interaÃÃo entre professoras e alunos, neste universo de pesquisa, baseia-se numa relaÃÃo dialÃgica, por meio da qual: a) os alunos descrevem aÃÃes positivas ou negativas realizadas em seus grupos cooperativos; e b) as professoras solicitam informaÃÃes e avaliam aquilo que foi mencionado pelos estudantes. Verificou-se que a descriÃÃo das aÃÃes apresentadas pelos discentes evidencia em que medida eles desenvolvem os elementos bÃsicos da aprendizagem cooperativa. Espera-se que este estudo auxilie gestores e professores a repensarem os usos do Processamento de grupo a fim de aperfeiÃoarem a forma de aplicaÃÃo desse gÃnero textual como instrumento de interaÃÃo entre professores e alunos em contexto de uso da metodologia da aprendizagem cooperativa. / This academic research analyses how the teacher-student written interaction is manifested in first grade classes of the Brazilian high school at a public institution in the state of CearÃ, in a context of usage of Cooperative Learning methodology taking into account the linguistic structure and the social context of the Group Processing genre. Therefore, targeted goals are: I) identification of social attitudes of teachers and students; II) analysis of the types of roles they assume; and III) examination of how teachers and students organize the message through which they relate themselves in this context. Group Processing is about oral or written register whereby students and teachers should evaluate the work executed by the groups of students. This textual genre was analyzed as of the theoretical support of Systemic Functional Linguistics, more specifically, there have been investigated the variables of field, tenor and mode; the Processes and their participants in the System of Transitivity; the categories of Mood and Residue, in the MOOD System; the categories New/Given, in the system of Structure of Information; and the categories of Theme/Rheme, in the Structure of Theme. The Systemic Functional Analysis of the Group Processing genre has revealed that the teacher-student interaction, in this field of research, is based on a dialogic relation through which: a) students describe either positive or negative attitudes realized in their cooperative groups; and b) teachers request information and evaluate what was mentioned by students. It has been verified that the description of presented actions by the students evidences the extent of their development of the basic elements of Cooperative Learning. It is expected that this study helps school managers and teachers to rethink the usage of Group Processing in order to perfect the application methods of this textual genre as a tool for the interaction of teachers and students in a context of usage of the Cooperative Learning methodology.

The purpose of this study was to investigate the relative effectiveness of positive interdependence and group processing on student achievement, interaction, and attitude in online cooperative learning. All of the participants, 144 college students enrolled in one of three different courses, received initial general instruction about teamwork skills and cooperative learning at the start of the study. Participants were then randomly assigned to one of three treatment groups: positive interdependence, group processing, and no structure. The ?positive interdependence? groups received subsequent positive interdependence skills training which were then utilized in their instructional activities. The ?group processing? groups received subsequent group processing skills training for use in their instructional activities. The ?no structure? groups received no additional instructional treatment beyond the initial basic teamwork and cooperative learning training. Results indicated that there were significant differences among students in the ?positive interdependence,? ?group processing,? and ?no structure? groups with respect to their achievement scores and interactions. Participants in the ?positive interdependence? groups had significantly higher achievement than participants in either the ?group processing? groups or the ?no structure? groups. In addition, participants in the ?positive interdependence? groups and the ?group processing? groups interacted with each other to a greater extent than those in the ?no structure? groups. This study also examined the relative effectiveness of positive interdependence and group processing on types of student interaction. The results indicated that ?positive interdependence? strategies were relatively more effective than ?group processing? strategies on ?sharing and comparing of information? interactions, whereas ?group processing? strategies were relatively more effective than ?positive interdependence? strategies on ?negotiation of meaning and co-construction of knowledge? interactions. Regarding student attitude towards the experiences of cooperative learning: participation, communication resources, and online activities, there was no significant difference among any of the three groups. The overall results of this study suggest that instructors would be advised to incorporate positive interdependence strategies in their online courses to help students perceive that they should actively contribute to their online group activities. In addition, instructors are recommended to inform groups of the individual progress of each member?s activities periodically by employing group processing strategies.