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Previous issue date: 2018-03-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis connects the concepts of consciousness and relevance, applying them to the study of the dialogue between teacher and student undertaken on the classroom. The main goal consists in to approach the dialogical interaction on teaching-learning situations, considering the roles of teacher and student, aiming to propose a theoretical-practical contribution to the linguistic-pedagogical concepts which underlie such situations, by means of a psycholinguistic interface. This work is mainly based on the concepts of consciousness and linguistic consciousness (BAARS, 1997; DEHAENE, 2009; GOMBERT, 1992), relevance (SPERBER; WILSON, 1986; 1995; 2005; derived from GRICE, 1975), educational dialogue (WALTON, 2012) and mediation (VYGOTSKY, 1991; 1993), by means of a psycholinguistic interface of such concepts, considering the other areas and subareas involved, based, also, on interdisciplinary perspectivism from interdisciplinarity (COSTA, 2007). Cognitive and communicative characteristics from the dialogue are investigated, under language processing?s prism, proposing, towards the theoretical imbrication between Linguistics and Psychology, based, respectively, on the pragmatic notion of relevance and the psychologic-cognitive notion of consciousness, the interdisciplinary constitution of a specific kind of dialogue geared onto learning situations. In such dialogue, the teacher assumes a manager position concerning the interaction by using its metacognitive capacity to focalize its attention on characteristics regarding the processes of language comprehension and production, looking to its maximum relevance and, therefore, optimizing the knowledge?s production mediation. From a metacognitive analysis disposition (MAD) concerning the language, the agent turns out to be able to communicate in a conscient manner, which constitutes what we name as ?Conscient Pedagogical Dialogue? (CPD). The investigation concerning this kind of dialogue is geared towards two questions, which outline the approached research problem: a) Which linguistic and metalinguistic aspects from pedagogical dialogue may be raised as preponderant to the production of knowledge in formal teaching situations?; and b) How the professor?s consciousness concerning linguistic aspects of the dialogue may be preponderant to the knowledge?s production mediation?. Considering this research problem, this work contributions are placed, on a theoretical field, whereas interdisciplinary conceptual innovations, as MAD and CPD, and, on a practical field, whereas the proposal?s application potential by means of CPD?s exemplification processing and Consciousness Self-Application Quiz?s constitution, looking into teacher training. This study?s main conclusion regards the proposition?s potential contribution into the professor?s role as a conscient manager of teaching with a view to the learning?s potentialization by means of the dialogue. / Esta tese relaciona os conceitos de consci?ncia e de relev?ncia, aplicando-os ao estudo do di?logo empreendido em sala de aula entre professor e aluno. O objetivo geral ? abordar a intera??o dial?gica em situa??es de ensino-aprendizagem, considerando as fun??es do professor e do estudante, visando a uma proposta de contribui??o te?rico-pr?tica para os conceitos lingu?stico-pedag?gicos que subjazem a tais situa??es, a partir de uma interface psicolingu?stica. O trabalho se fundamenta principalmente nos conceitos de consci?ncia e consci?ncia lingu?stica (BAARS, 1997; DEHAENE, 2009; GOMBERT, 1992), relev?ncia (SPERBER; WILSON, 1986; 1995; 2005; derivada de GRICE, 1975), di?logo educacional (WALTON, 2012) e media??o (VYGOSTSKY, 1991; 1993), em uma interface psicolingu?stica desses conceitos, considerando as demais ?reas e sub?reas envolvidas, e baseando-se na vis?o de interdisciplinaridade por meio da intradisciplinaridade (COSTA, 2007). S?o estudadas caracter?sticas cognitivas e comunicacionais do di?logo, sob o prisma do processamento da linguagem, propondo, a partir da imbrica??o te?rica entre Lingu?stica e Psicologia, com base, respectivamente, na no??o pragm?tica de relev?ncia e na no??o psicol?gico-cognitiva de consci?ncia, a constitui??o interdisciplinar de um tipo de di?logo espec?fico das situa??es de aprendizagem. Nesse di?logo, o professor assume a posi??o de gestor da intera??o ao utilizar-se da capacidade de metacogni??o para focalizar sua aten??o a caracter?sticas dos pr?prios processos de compreens?o e produ??o de linguagem, visando a sua m?xima relev?ncia e, por conseguinte, otimizando a media??o da produ??o de conhecimento. A partir de uma disposi??o metacognitiva de an?lise (DMA) da pr?pria linguagem, ele ? capaz de comunicar-se de forma consciente, constituindo o que denominamos ?Di?logo Pedag?gico Consciente? (DPC). O estudo desse tipo de di?logo est? norteado por duas quest?es, que delineam o problema de pesquisa abordado: a) Quais aspectos lingu?sticos e metalingu?sticos do di?logo pedag?gico podem ser levantados como preponderantes para a produ??o de conhecimento em situa??o formal de ensino?; e b) Como a consci?ncia do professor sobre os aspectos lingu?sticos do di?logo pode ser preponderante para a media??o na produ??o de conhecimento?. Tendo em vista esse problema de pesquisa, as contribui??es do trabalho se d?o, no ?mbito te?rico, considerando inova??es conceituais interdisciplinares, como a DMA e o pr?prio DPC, e, no ?mbito pr?tico, considerando o potencial de aplica??o da proposta por meio da exemplifica??o do processamento do DPC e por meio da constitui??o de um Question?rio Autoaplic?vel de Consci?ncia, visando ? forma??o docente. A principal conclus?o do estudo diz respeito ao potencial de contribui??o da proposta para uma defini??o do papel sociopedag?gico do professor como mediador consciente da situa??o de aprendizagem, com vistas ? potencializa??o da aprendizagem por meio do di?logo.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8128 |
| Date | 27 March 2018 |
| Creators | Saraiva, Jonas Rodrigues |
| Contributors | Pereira, Vera Wannmacher |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Letras, PUCRS, Brasil, Escola de Humanidades |
| 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_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 8447345070736321569, 500, 500, 500, 600, -6557531471218110192, -5409419262886498088, 2075167498588264571 |
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