Teacher-student communication in the classroom is crucial for effective student learning and a teacher can play different roles by asking related questions. Teachers use of the right questions at the right moment stimulates and invites the students to have a closer look, reinvestigate or revisit the problem. The teachers play various roles while asking the questions to continue the classroom discourse. Therefore, the purpose of this study was to investigate various roles of a high school teacher in a science classroom discourse. The study also pursued how these roles are related to the types of questions asked by the teacher during classroom communication. A framework, constructed by Chen and his colleagues, has been used to categorize types of teachers’ roles to find the relationship between the roles of the teachers and the types of questions asked in a science class.  A case study has been presented in this report with observations from two high school level biology lessons.  Both audio and video recording were deployed to capture the lessons as well as a notebook was maintained. These recordings have been transcribed for a qualitative data analysis. In this study, five types of questions have been observed in two biology lessons: concept, confirmation, remembering, challenging and encouraging. Furthermore, based on Chen and his colleagues Framework, only three roles of the teacher was found: dispenser, coach, and participant. The findings revealed that the concept, confirmation and remembering types of questions are related to the teacher role as dispenser, the challenging types of questions are related to the role as coach and encouraging type of questions are related to the teacher’s participant role. The teacher acted mostly as a dispenser in the classroom discourses. There were some rooms where the teacher might exercise more as a coach and participant to improve the classroom interaction. No connection between the content of the questions and the role of the teachers was found from the observations. Therefore, this study suggests that further research should be continued with a broader scope to analyze the teachers’ questioning roles, its relationship with the content of the questions and its impact to promote student learning.

Made available in DSpace on 2016-04-28T18:23:00Z (GMT). No. of bitstreams: 1 Jessika Gama Ribeiro.pdf: 3001353 bytes, checksum: 1e277b495aa1c507a7131e5f346fd885 (MD5) Previous issue date: 2015-01-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The general objective of this research is to identify and understand the ways of causing changes in the teaching-learning process of reading and writing curriculum gender in a class of 9th Year of Secondary School (EF II) and as a specific objective to analyze how the interaction happens through a didactic sequence (SD) on the guided curriculum gender in the contents of Portuguese Language provided by São Paulo Municipal Education. Thus, the question that guides this research is how the teacher-researcher (PP) and students interact in the classroom to develop the process of reading and writing curriculum genre through a SD? To achieve the proposed objectives and answer these questions, this research is based on Socio-Historical-Cultural Theory (TSHC), the relevant concept is the language design for the construction of knowledge through social interactions (Vygotsky, 1934 / 2007; 1934/2008); the concept of critical collaboration proposed by Magalhães (2011). It is also presented, the teaching-learning proposal of the National Curricular Parameters for Portuguese Language (PCN-LP) and also brings the Genevan notion of didactic sequence (SD) for didactization of genres (DOLZ And SCHENEUWLY, 2004). In terms of methodology, this research agenda on the Critical Research Collaboration (PCCol), based on Magellan (2011); Oliveira and Magalhaes (2011) and Ninin (2011; 2013), aimed at intervention in the school context, understanding and transformation of praxis through the reflective process permeated by contradiction. For the production data were recorded 15 Portuguese classes taught by the teacher-researcher (PP), in a class of 9th grade. For analysis and discussion of the data, the reference is in the interaction based on Kerbrat-Orecchioni (2006); in Ninin (2013) and the types of questions; and Gryner (2000) and the result of argument. The survey results indicate that the SD was essential to provide meaningful activities and that can apply to students; Furthermore, the questions, even if carried out only by PP, propitiated argumentative sequences between students that were gradually being transformed / O objetivo geral desta pesquisa é identificar e compreender os modos de provocar transformações nos processos de ensino-aprendizagem da leitura e da escrita do gênero currículo em uma turma de 9º Ano do Ensino Fundamental II (EF II) e, como objetivo específico, analisar como se dá a interação por meio de uma sequência didática (SD) sobre o gênero currículo pautada nos conteúdos programáticos de Língua Portuguesa previstos pela Secretaria Municipal de Educação de São Paulo. Dessa forma, as perguntas que norteiam esta pesquisa são: como a professora-pesquisadora (PP) e os alunos interagem em sala de aula para desenvolver o processo de leitura e de escrita do gênero currículo por meio de uma SD? E a segunda pergunta: que tipos de perguntas e sequências argumentativas foram realizados pelos participantes para desenvolver o processo de leitura e de escrita do gênero currículo? Para lograr os objetivos propostos e responder a estas indagações, esta investigação tem como base teórica a Teoria Sócio-Histórica-Cultural (TSHC), cujo conceito relevante é a concepção de linguagem para a construção do conhecimento por meio das interações sociais (VYGOTSKY, 1934/2007; 1934/2008); o conceito de colaboração crítica proposto por Magalhães (2011). É apresentado também, a proposta de ensino-aprendizagem dos Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN-LP) e traz, ainda, a noção genebrina de sequência didática (SD) para a didatização dos gêneros textuais (DOLZ E SCHENEUWLY, 2004). Em termos metodológicos, esta pesquisa pauta-se na Pesquisa Crítica de Colaboração (PCCol), com base em Magalhães (2011); Oliveira e Magalhães (2011) e Ninin (2011; 2013), visando a intervenção no contexto escolar, a compreensão e transformação da práxis por meio do processo reflexivo permeado pela contradição. Em relação à produção de dados, foram gravadas 15 aulas de Língua Portuguesa ministradas pela professora-pesquisadora (PP), em uma turma de 9º ano do EF II. Para análise e discussão dos dados, a referência está na interação com base em Kerbrat-Orecchioni (2006); em Ninin (2013) e os tipos de perguntas; e em Gryner (2000) e a sequência argumentativa. Os resultados da pesquisa apontam que a SD foi fundamental para propiciar atividades significativas e que tivessem sentido para os alunos; além disso, as perguntas, ainda que realizadas somente pela PP, propiciaram sequências argumentativas entre os alunos que, gradativamente foram sendo transformados