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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

O, profe, esse daí é o ponto de interrogação!: a co-construção da narrativa em uma sala de aula bilíngue

Lemke, Cristiane Ely 13 August 2009 (has links)
Made available in DSpace on 2015-03-05T18:12:37Z (GMT). No. of bitstreams: 0 Previous issue date: 13 / Nenhuma / Este trabalho está vinculado a um projeto de pesquisa maior, intitulado A co-construção de narrativas na família e na escola. Esta parte do projeto, contudo, foca-se, especificamente, na análise da co-construção das narrativas na escola. Objetiva a analisar as interações dos alunos e a co-construção da narrativa entre professora e alunos durante a contação/leitura de histórias em inglês. Analisa as interações dos alunos e da professora e a maneira que tomam o piso conversacional para co-narrar a história, promovendo, dessa forma, uma estrutura de participação mais democrática. Para este estudo qualitativo e observacional, eventos de contação/leitura de histórias foram gravados e depois transcritos, segundo as convenções propostas por Jefferson (1984), traduzidas e adaptadas por Schnack, Pisoni e Ostermann (2005). As gravações foram feitas com um grupo de dezoito alunos, que estudam na segunda-série de uma escola de currículo bilíngue, durante os momentos em que a professora contou-lhes histórias em inglês. Os / This study is part of a bigger project that studies the construction of narratives at home and at school, entitled The co-construction of narratives at home and at school. This part of the project, however, is concerned with the way narratives are co-constructed specifically in schools. It amais at analyzing the students’ interactions and the co-construction of narratives between teachers and students during book reading moments in English. It analyzes the students’ interactions and the way they get the floor to co-narrate the story, which leads to a more democratic participant structure in the classroom. In this qualitative and observational study, book reading (storytelling) moments have been recorded and then transcribed according to the conventions proposed by Jefferson (1984), translated and adapted by Schnack, Pisoni e Ostermann (2005). The recordings were made with a group of 18 students, who study in the second grade of a Bilingual Curriculum School, during moments in which the teacher told them st

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