Made available in DSpace on 2016-04-04T18:29:38Z (GMT). No. of bitstreams: 1
Elisana Marta Machado.pdf: 1294732 bytes, checksum: 9dd8ca074dcb4615187d37929f944761 (MD5)
Previous issue date: 2008-02-15 / This research consists about the meanings engendered in the interactions as to collaborate or not in the teach-learning process. Its locus is the classroom, understood as a place, which synthesize elements proceeding of other instances with different social backgrounds of each one in a permanent transit of the different directions of these same elements and its own educational scenery. The objective is to describe and analysis the interactions in the classroom, to understand the relationship between the interactions undertaking by the students and teachers and the teach-learning process, as well as to understand by which ways their own singular histories participate in the development and learning process of one another. The method undertaken inserts in the paradigm of the quality researched and constitutes in a narrative of the day by day scenes between two classes of elementary school, and started to be built based on observation and audio-recording. The analysis was elaborated through indicatory survey of the senses shared in the interactions, flowing grouping that we call nucleous of shared senses based on the theoretical focus of Gonz?lez Rey for the subjectivity study. This focus was based sustained for the interpretations elaborated during the analyze, flowing a plot which the teachers and students emerged as singular person and sharing senses. In the conclusion, we detached interpretable elements as having more of the shared senses in the two-empiric moments of the research, which led our understanding of the relation between the senses, development and learning. It is possible to say that the senses engendered in the interactions can be understood as more favored or not of the learning process and of the development to depend on by which way teachers and students insure as subjects. This manner seems to be intimacy attached to the possibilities of meaning and senses of these subjects and their ways of facing the obstacles that interpose in the different models of interaction: dealing with their students by their teachers, arbitrate by their duties; dealing with their duties by the students, arbitrate by their teachers; and dealing of the subjects with the others actors in the classroom. / Esta pesquisa versa sobre os sentidos engendrados nas intera??es como favorecedores ou n?o do processo ensino-aprendizagem. Seu locus ? a sala de aula, entendida como espa?o em que se sintetizam elementos de sentido e significa??o procedentes de outras inst?ncias das experi?ncias sociais de seus protagonistas, em um tr?nsito permanente de diferentes sentidos atuais dos sujeitos e dos pr?prios cen?rios educativos. Seu objetivo ? descrever e analisar as intera??es em sala de aula, entender a rela??o entre as intera??es empreendidas pelos alunos e professores e o processo de ensino-aprendizagem, bem como compreender de que forma as hist?rias singulares dos sujeitos participam de seu processo de desenvolvimento e aprendizagem. O m?todo utilizado insere-se no paradigma da pesquisa qualitativa, e constitui-se da narra??o de cenas do cotidiano de duas salas de aula do Ensino Fundamental, constru?das a partir de observa??es e grava??es em ?udio. A an?lise foi elaborada a partir do levantamento de indicadores dos sentidos partilhados nas intera??es, derivando agrupamentos que chamamos de n?cleos de sentidos partilhados, com base no enfoque te?rico de Gonz?lez Rey para o estudo da subjetividade. Tal enfoque constituiu-se enquanto sustenta??o para as interpreta??es formuladas ao longo da an?lise, que desvelou uma trama em que as singularidades de professores e alunos emergem imbricadas e partilham sentidos. Na conclus?o, s?o destacados elementos interpretados como mais significativos dos sentidos partilhados nos dois momentos emp?ricos da pesquisa, que conduziram ? nossa compreens?o da rela??o entre os sentidos, o desenvolvimento e aprendizagem. ? poss?vel dizer que os sentidos engendrados nas intera??es podem ser entendidos como mais favorecedores ou n?o da aprendizagem e do desenvolvimento a depender da maneira pela qual professores e alunos insurgem como sujeitos singulares. Tal maneira parece estar intimamente atrelada ?s possibilidades de significa??o desses sujeitos e ?s suas formas de enfrentamento dos obst?culos que se interp?em nas diferentes modalidades de intera??o lida das professoras com seus alunos, mediada pela tarefa; lida dos alunos com a tarefa, mediada pelas professoras; e lida dos sujeitos com os demais atores em sala de aula.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/391 |
| Date | 15 February 2008 |
| Creators | Machado, Elisana Marta |
| Contributors | Souza, Vera L?cia Trevisan de, Rey, Fernando Lu?s Gonz?lez, Andre, Marli Eliza Dalmazo Afonso de, Brand?o, Silvana Cardoso, Amatuzzi, Mauro Martins |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Psicologia, PUC-Campinas, BR, CCV ? Centro de Ci?ncias da Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0021 seconds