This work analyses the ostensive-inferential processes in interactions between teacher and students in lessons of Philosophy, which ethical questions about abortion as a subject. The research was based on Lipman's (1990) pedagogical principles, and on Sperber and Wilson's (1986, 1995) and Carston's (1988) representational levels of logical form, explicature, and implicature. The data were obtained with 30 seventh degree students of Basic Level of Dehon School (Tubarão-SC, Brazil) when these students have discussed the Nunes and Silva's (2001) text Gravidez e aborto (Pregnancy and abortion), in small and great groups. The analysis was demonstrated that: i) the assumptions of the support text had been used, but they had never spontaneously occurred, and they were dependents of the intervention of the teacher; ii) the teacher influenced the access to the assumptions and the inferences carried through for the students, also those ones absentees in the support text; and, iii) the assump-tions that had emerged of he experiences of the students and were absent in the text or in the interventions of the teacher, had been stimulated by the teacher's interventions. This case was able to demonstrate that the analysis tools were productive to describe and explain how the teacher was important to unchain the inferential process when stimulating the pupil to display, to analyze and to hear the colleagues' opinions / Submitted by Jovina Laurentino Raimundo (jovina.raimundo@unisul.br) on 2018-01-17T16:18:24Z
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Previous issue date: 2004 / O objetivo desta dissertação foi analisar os processos ostensivo-interenciais em interações entre professores e alunos de Filosofia sobre questões éticas relativas ao aborto. A pesquisa fundamentou-se nos princípios pedagógicos de Lipman (1990) e nos níveis representacionais: forma lógica, explicatura e implicatura de Sperber e Wilson (1986, 1995) e Carston (1988). A coleta de dados foi realizada com 30 alunos de sétima série do Ensino Fundamental do colégio Dehon, de Tubarão - SC, para os quais se apresentou o texto Gravidez e aborto de Nunes e Silva (2001) e se solicitou discussões em pequenos e grande grupo. A análise do corpus demonstrou que: a) as rememorações de suposições do texto de base foram dependentes da intervenção do professor e nunca ocorreram espontaneamente; b) o professor influenciou as suposições acessadas e as inferências pelos alunos, inclusive aqueles ausentes no texto de base; e, c) as suposições que emergiram das viv^wncias dos alunos e estavam ausentes no texto e nas intervenções do professor, foram invariavelmente provocadas pela intervenção do professor. Mediante as ferramentas de análise, foi possível demonstrar o papel fundamental do professor como desencadeador do processo inferencial ao incentivar ao aluno a expor, analisar e ouvir a opinião dos colegas
| Identifer | oai:union.ndltd.org:IBICT/oai:riuni.unisul.br:12345/4494 |
| Date | January 2004 |
| Creators | Matiolla, José Antonio |
| Contributors | Rauen, Fábio José |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | 111 f. |
| Source | reponame:Repositório Institucional da UNISUL, instname:Universidade do Sul de SC, instacron:UNISUL |
| Coverage | Tubarão |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Programa de Pós-Graduação em Ciências da Linguagem |
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