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Previous issue date: 2014-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study is part of interactional perspective, focusing on Conversation Analysis theories,
from the Textual Interactive Perspective and Text Linguistics . This research, from its
guiding questions, aims at understanding the interaction between teacher and students in
the process of the knowledge construction as well as at describing, analyzing and
understanding aspects of topical organization speech in the classroom in elementary
school, observing the opening and closing procedures of the speech topics in that particular
space. Considering that the procedures for opening and closing of discursive topics occur
through language marks, we tried to identify which speech marks are used in the opening
and closing of the topics studied in the classroom, in interaction during the collaborative
process of the discourse established between teacher and students. Therefore, this study is
based on authors who analyze specific questions of the text in real context of language use:
Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pine (2005), Penhavel (2010),
Galembeck (2012), Barros (1991), Marcuschi (1986 , 1990, 1991 , 1998 , 1999, 2003 ,
2004a), Kerbrat - Orecchioni (2006), Favero (1999, 2002) and Galv?o (2004, 2010). As a
methodology of investigation, the study is focused on the postulates of ethnographic
research in order to carry out data collection, through audio and video recordings which
were transcribed, according to the NURC project proposal, with some adaptations. Data
analysis showed that the procedures for opening and closing of the speech topics occurred
by the use of discourse markers, in particular the marker "then", allowing us to understand
that these elements are important in the topical organization speech, contributing to ensure
textual cohesion and coherence. We conclude that the organization of the discursive topic
in the classroom occurs through events that support the explicitness of the content of
teaching and learning, considering the diverse necessity of an institutional academic plan,
whose main objective is the construction of knowledge / Este trabalho se insere em perspectivas interacionais, com base nos pressupostos da
An?lise da Conversa??o, da Perspectiva Textual Interativa e da Lingu?stica de Texto. A
partir da quest?o norteadora que busca uma compreens?o acerca da intera??o entre
professor e alunos no processo de constru??o do conhecimento, temos como objetivos:
descrever, analisar e interpretar aspectos da organiza??o t?pica em sala de aula no Ensino
Fundamental, observando os procedimentos de abertura e fechamento dos t?picos nesse
espa?o espec?fico. Partindo da expectativa de que os procedimentos de abertura e
fechamento dos t?picos discursivos ocorrem por meio de marcas lingu?sticas, buscamos
identificar que marcas s?o usadas nas aberturas e fechamentos dos t?picos na sala de aula
investigada, no transcurso das intera??es durante o processo colaborativo do discurso
instaurado entre professora e alunos. Assim sendo, embasamo-nos em autores que
analisam quest?es espec?ficas do texto em situa??o concreta de uso da linguagem, entre
estes, Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pinheiro (2005), Penhavel
(2010), Galembeck (2012), Barros (1991), Marcuschi (1986, 1990, 1991, 1998, 1999,
2003, 2004a), Kerbrat-Orecchioni (2006), F?vero (1999, 2002) e Galv?o (2004, 2010).
Metodologicamente, orientamo-nos nos postulados da pesquisa etnogr?fica, a fim
de realizar a coleta dos dados, atrav?s de grava??es em ?udio e v?deo, que foram
transcritos, em seguida, conforme a proposta do projeto NURC, com algumas adapta??es.
A an?lise dos dados ressaltados revelou que os procedimentos de abertura e de fechamento
dos t?picos ocorreram pelo uso de marcadores discursivos, em especial o marcador
ent?o , propiciando-nos ? compreens?o de que esses elementos s?o importantes na
organiza??o t?pica, contribuindo para assegurar a coer?ncia e a coes?o textual. Conclu?mos
que a organiza??o do t?pico discursivo em sala de aula acontece mediante ocorr?ncias que
auxiliam a explicita??o do conte?do de ensino e aprendizagem, tendo em vista ?s diversas
necessidades de um plano acad?mico institucional, cujo objetivo principal ? a constru??o
do conhecimento
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16322 |
| Date | 24 February 2014 |
| Creators | Santos, Francisco Jos? Costa dos |
| Contributors | CPF:07443846487, http://lattes.cnpq.br/1829337364208280, Rodrigues, Maria das Gra?as Soares, CPF:44405243468, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783941Y9, Souza, Gilton Sampaio de, CPF:72084499453, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708077H5, Galv?o, Marise Adriana Mamede |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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