Discurso em salas de aula de ciências: uma estrutura de análise baseada na teoria da atividade, sociolinguística e linguística textual

Abstract

In this dissertation we introduce a new framework and methodology to analyze science classrooms discourse and apply it to a university physics education course. Three theoretical bases were adapted to develop the framework: activity theory, sociolinguistics, and textual linguistics. From activity theory we applied units of analysis (activity, actions, and operations) to organize and structure the discourse analysis. We drew from sociolinguistics in order to obtain the speakers perspectives, developing an emic perspective, and through this perspective, considered ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g., argumentation, explanation, narration, description, injunction, and dialogue). From this analysis we propose an examination of a teachers discourse moves, which we labeled Discursive Didactic Procedures (DDP). Thus, the framework provides a means to situate these DDP in different types of language organization, examine the roles such DDP play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate the teacher´s DDP and their roles in the ongoing discourse.