O que se aprende quando se fala em sala de aula: uma análise das interações orais em uma turma de EJA

Abstract

This Masters degree thesis is concerned with the analysis of the linguistic discourse of the oral interaction occurred in a High School classroom in the context of Young and Adult Education. We have focused on the discourse events which came to pass in the studied classroom, being guide by the following categories: the interactions in which the students discourses are not considered by the teacher; the meanings behind the teachers silences; adjustment of students discourses to the school culture; students discourses employed on the teachers didactic explanation; teachers expectations in relation to students discourses. The choice of giving priority to the interactions between teacher and students may be explained for two reasons: a) it was of mutual interest to understand how the interactions involving the teacher and the students gave support to the learning process of that classroom; b) to evaluate how these interactions helped to construct a learning environment among the students of EJA (Young and Adult Education). The research is supported by the contributions of some researchers who consider interaction and dialogue instruments that help to construct subjectivity and support the Human learning process (BAKHTIN, 2001; FREIRE, 1984; GERALDI, 1995; MARCUSCHI, 2001, 2004; SCHNEUWLY, 2001) and also the studies of interactional sociolinguistic as methodology for analysis of face to face interactions (GOFFMAN, 1964, 1974; GUMPERZ, 1982a; 1982b, 1991; SCHIFFRIN, 1994). Highlighting the moments of oral interaction as the main object of analysis for this discussion is justified by our strong belief, as well as Bakhtin (2006) and Schneuwly & Dolz (2004) beliefs, that is throughout dialogue that individuals which are part of the same social-historical context, are able to understand better their own learning process, as well as the construction of their own world, school, science and personal knowledge. Once we bring to light the details of the interactions, analyzing the activities conducted by speech, the main purpose is to demonstrate that within the classroom is not only learnt the subjects of the school curriculum. Learning is constructed by learning how to be and behave as a student. School learning is based on the process of learning what is permitted to say, how something is supposed to be said, and to whom one should address at the time of the class. In order to obtain a data base analysis, it was first done a qualitative research, oriented by ethnography research. (CASTANHEIRA, 2004; GREEN, DIXON & ZAHARLICK, 2005; GREEN, DIXON, CASTANHEIRA, 2007). The field research last 4 (four) months from March to June in a daily basis. In this research, it was produced video recordings of the classes and field diaries which gathered the daily registers of the didactic activities, and personal perceptions of the research context and of the informal conversations with the participants. In this sense, discussing the interactions that happen between teacher/students, and students/students in the context of EJA, is possible to discuss new ways and possibilities of learning and linguistically inserting the students, considering the discourse situation and conditions within the interaction process.