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Discussões orais coletivas em português
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.45 MB | Adobe PDF |
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Abstract(s)
O objetivo deste projeto de investigação prende-se com a compreensão das minhas práticas de comunicação no âmbito de discussões orais coletivas em Português, considerando as ações discursivas e a comunicação multimodal do professor, bem como as principais inquietações experienciadas durante a dinamização das atividades.
O enquadramento teórico é composto por duas secções. A primeira refere-se ao ato comunicativo na sala de aula, onde se esclarece a importância da oralidade e da comunicação multimodal. A segunda apresenta o conceito de discussão oral coletiva, os pressupostos e as práticas do professor nas suas diferentes fases, bem como as práticas de comunicação do professor na dinamização de discussões orais coletivas em Português.
A metodologia adotada insere-se num paradigma interpretativo de natureza qualitativa e corresponde a uma investigação sobre a própria prática. A recolha de dados foi efetuada recorrendo à observação-participante, a entrevistas e à análise documental. Os participantes do projeto foram os alunos de uma turma de 5.º ano de escolaridade e eu própria, enquanto professora estagiária da turma. O projeto de investigação foi desenvolvido a partir da seleção de três atividades de uma sequência didática que foram dinamizadas com diferentes objetivos e metodologias de trabalho.
Os resultados do projeto evidenciam que, na preparação das atividades, as interações entre professora-alunos, alunos-professora e alunos-alunos, a ação discursiva questionar e os modos semióticos verbais e não-verbais foram antecipados e que esta prática foi fundamental para conseguir gerir as intervenções dos alunos com uma maior segurança no momento de dinamização das atividades, quando fui confrontada com inquietações relacionadas com o desinteresse dos alunos e com a gestão dos modos semióticos utilizados. Os resultados evidenciam, ainda, que, nas interações entre professora-alunos, as questões do tipo “Como?” e “Porquê?” foram as mais recorrentes, por apresentarem um maior potencial para desafiarem os alunos a discutirem os temas, e que os modos verbal, paraverbal e não-verbal se complementaram, auxiliando os alunos nas suas reflexões e na construção de significados coletivos.
The goal of this investigation project is the understanding of my comunication practices in the context of colective oral discussions in Portuguese, considering the discursive actions and the multimodal communication of the teacher, as well as the main concerns experienced during the dinamization of the activities. The theoretical framing is composed of two sections. The first one refers to the communicative act in the classroom, where the importance of the orality and multimodal communication becomes clear. The second one presents the concept of collective oral discussion, the presuppositions and the practices of the teacher in its different phases, as well as the teacher communication practices in the dinamization of colective oral discussions in Portuguese. The adopted methodology is inserted into an interpretative paradigm of qualitative nature and corresponds to an investigation about the practice itself. The data gathering was done using participative-observation, interviews and document analysis. The project participants were the students of a 5th grade class and myself, as an intern teacher of the class. The investigation project was developed by the selection of three activities of a didatic sequence that was performed with different goals and working methodologies. The results of the project show that, in the preparation of the activities, the interactions between teacher-students, students-teacher and students-students, the discursive action questioning and the verbal and non-verbal semiotic modes were anticipated and that this practice was fundamental to be able to manage the students interventions with a higher safety, in the moment of the dinamization of the activities, when I was confronted with concerns related with the disinterest of the students and the management of the semiotic modes used. The results still show that, in the interactions between teacher-students, the questions like "How?" and "Why?" were the most recurrent, for presenting a higher potential to challenge the students to discuss the subjects, and that the verbal, paraverbal and non-verbal modes complemented each other, helping the students in their reflections and in the construction of collective meanings.
The goal of this investigation project is the understanding of my comunication practices in the context of colective oral discussions in Portuguese, considering the discursive actions and the multimodal communication of the teacher, as well as the main concerns experienced during the dinamization of the activities. The theoretical framing is composed of two sections. The first one refers to the communicative act in the classroom, where the importance of the orality and multimodal communication becomes clear. The second one presents the concept of collective oral discussion, the presuppositions and the practices of the teacher in its different phases, as well as the teacher communication practices in the dinamization of colective oral discussions in Portuguese. The adopted methodology is inserted into an interpretative paradigm of qualitative nature and corresponds to an investigation about the practice itself. The data gathering was done using participative-observation, interviews and document analysis. The project participants were the students of a 5th grade class and myself, as an intern teacher of the class. The investigation project was developed by the selection of three activities of a didatic sequence that was performed with different goals and working methodologies. The results of the project show that, in the preparation of the activities, the interactions between teacher-students, students-teacher and students-students, the discursive action questioning and the verbal and non-verbal semiotic modes were anticipated and that this practice was fundamental to be able to manage the students interventions with a higher safety, in the moment of the dinamization of the activities, when I was confronted with concerns related with the disinterest of the students and the management of the semiotic modes used. The results still show that, in the interactions between teacher-students, the questions like "How?" and "Why?" were the most recurrent, for presenting a higher potential to challenge the students to discuss the subjects, and that the verbal, paraverbal and non-verbal modes complemented each other, helping the students in their reflections and in the construction of collective meanings.
Description
Keywords
Discussões orais coletivas Práticas de comunicação do professor Comunicação multimodal Interação pedagógica Collective oral discussions Teacher communication practices Multimodal communication Pedagogical interaction Relatório de projeto de investigação Relatório de estágio