Orientador: Angela Bustos Kleiman / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-23T01:56:41Z (GMT). No. of bitstreams: 1 Carneiro_MariaAngelicaLauretti_M.pdf: 5408047 bytes, checksum: 11746e0a8faa6379146349bc24aecc33 (MD5) Previous issue date: 1997 / Resumo: Dadas as condições históricas que caracterizaram a assimetria do discurso em sala de aula, como o professor está construindo relações dentro do ensino/aprendizagem de leitura? Partindo dessa reflexão, este trabalho analisa a interação, com foco nas estratégias discursivas e nas concepções teóricas sobre a leitura de duas professoras em dois contextos sócio-culturais distintos. Utilizando como unidade de análise o par pergunta-resposta, propusemo-nos a investigar as concepções teóricas sobre a tarefa de leitura traduzi das nas práticas sociais e as. tentativas de simetrização dentro da sala de aula, bem como as marcas lingüísticas evidenciando diferentes estratégias para condução das interações. Esses elementos constitutivos dos eventos de sala de aula foram analisados sob enfoque da perspectiva sociolingüística interacional, complementada pela dimensão macro-social, segundo a Análise Crítica do Discurso. Constatou-se que as relações interpessoais foram mais simetrizadas no contexto menos privilegiado, ao juntarem-se estratégias de comunicação flexíveis e elementos intertextuais de referência de leitura. Verificou-se como o controle e a percepção do professor de seu papel foram fundamentais para uma(re)configuração da estrutura de participação dos alunos na relação interpessoal / Abstract: Considering historically determined conditions of classroom discourse asymmetry, this investigation analyses the interaction in reading class and focuses upon two teacher discoursive strategies and their concepts of reading into two different socio cultural contexts. The question that we answer in this work is the following: how does the teacher construct relationships in reading tasks? We analyse question-answer pairs in order to investigate theorical concepts of reading and their effects on social practice, as well as the use of the students knowledge determil1Íng asymmetry in the instituition. The focus of our analyses was the function of verbal signs in the shaping of the interactions. The theoretical framework for this research come from socialinguistics study, incremented by critical discourse analysis. It was conclued that the asymmetry determined by the inequal distribution of power in interpersonal relations was less marked in low literacy group. The construction of more symetrical relations depended both on teacher' s flexibility and on the insertion of pupils intertextual references in reading. Teacher' s control and his strategy of intervention were important for both academic and interpersonal relations in the classroom / Mestrado / Ensino-Aprendizagem de Lingua Materna / Mestre em Linguística Aplicada

The thesis describes what happens when twelve students learn to read and write. The main purpose of this thesis is to shed light on the learning process of the students, with respect to reading and writing, based on the specific learning environment. Special attention is given to the relationship between the individual and the environment. It is the author's strong belief that one needs to look at both these aspects together. Further, the intention of the thesis is not to compare different environments in terms of good or bad, but rather to use them as examples of situated social practices for reading. The investigation has an ethnographic approach and is based primarily on qualitative data collected by personal studies of the students' reading and writing processes in the classroom environment. Secondly, estimations of the students' reading abilities have been performed in order to validate various kinds of data. Twelve students have been studied from August 1998 when they started in first grade and until March 2001. The analysis derives from Vygotskij's theory, the sociocultural perspective, and to get a better understanding of differences and similarities between the environments, Bernstein's theory about the visible and invisible pedagogic was used. The result indicates that in a classroom, students show a variety of specific behaviours related to the setting in different ways. The conclusion of this thesis is that it is urgent to make teachers observe and pay attention to the behaviour pattern of each group of readers. Teachers hereby receive a tool that gives them a chance to identify students with negative patterns in purpose to make them choose a constructive way of learning. Through guidance the teacher may transfer successful strategies and/or design situations that make it possible for the students to discover an alternative way of learning.