A organização da interação professor-aluno em sala de aula: turnos e o par pergunta-resposta

Este trabalho tem como foco principal a interação em sala de aula, especificando aspectos da organização linguístico-discursiva, na produção conjunta da fala da professora e dos alunos, materializada em turnos, ressaltando o par pergunta-resposta na aula de Língua Portuguesa. Para alcançarmos esse objetivo, inspiramo-nos em alguns trabalhos acerca da organização da interação que adotaram a perspectiva dos estudos interacionais e a abordagem etnográfica, a fim de explicitar o conhecimento nos espaços de ensino e aprendizagem. Entre eles, citamos as pesquisas de Galvão (1996, 2004) e de Matêncio (2001). Nessa direção, descrevemos o processo de interação em sala de aula em uma escola pública, analisando e interpretando as ações de linguagem realizadas pela professora e pelos alunos. Teoricamente, embasamo-nos, principalmente, na Análise da Conversação, ancorando-nos no estudo pioneiro de Sacks, Schegloff e Jefferson ([1974] 2003); nos postulados de Marcuschi ([1986] 2007a); nas pesquisas de Kerbrat-Orecchioni (2006), dentre outros. Explicitamos uma tipologia de perguntas e respostas em sala de aula, quanto à sua forma e função, conforme os postulados teóricos de Stubbs (1987), Araújo (2003), Fávero, Andrade e Aquino (2006), Silva (2006) e Koshik (2010). Analisamos a organização da tomada de turno, seguida de uma investigação sobre perguntas e respostas no discurso desenvolvido face a face. Na tentativa de compreendermos o cotidiano dos envolvidos no cenário de sala de aula, adotamos a abordagem etnográfica e o método indutivo, nas perspectivas de André (2010) e Chizzotti (2006). Os dados foram gerados através de pesquisa de campo, por meio de gravações (em áudio) de aulas de Língua Portuguesa, posteriormente transcritas e transformadas no corpus de pesquisa. As análises demonstraram que a interação entre professora e alunos organizou-se em trocas de turnos, na maioria das vezes, controladas pela professora, evidenciando-se uma relação de assimetria entre os participantes. Esses turnos concretizados, geralmente, no par adjacente pergunta-resposta revelaram como a construção do conhecimento se realiza em sala de aula. Por fim, observamos que a interação em sala de aula de Língua Portuguesa é organizada por aspectos sociais e pedagógicos intrinsecamente imbricados

Procedimentos de abertura e fechamento de tópicos na interação em sala de aula

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 Galvão (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

Uma abordagem dialógica para a utilização de atividades experimentais em sala de aula

The belief of using experimental activities in the teaching of Physics as a strategy to produce a more efficient teaching-learning process is great among teachers and the school community. However, there are many difficulties for their implementation and when it happens they do not contribute for an improvement in class efficiency due to the method used. In this work, we developed a proposal for using these activities in Physics classes in high school, from a critical-reflexive approach in which the constant dialogue between the participants in the teaching-learning process is fundamental. The work was developed in two ways. The first, where the author/writer created an educational material and applied it in classroom and a second one, where he presented the idea to other teachers and undergraduate students from the Physics course at UFRN and IFRN (former CEFET-RN) through an extended workshop entitled "The role of experimental activities in the Physics teaching". This workshop had the duration of 60 hours and was implemented in 4 steps: i) sensitization and formation, ii) material development, iii) material implementation and iv) evaluation by teachers and students from the classes where the material was applied. The goal of this workshop was to present the approach, evaluate how the participants received the idea and how they would apply it in real situations. The results of the application in classroom allowed us to reach some conclusions. This approach was well received by the students as well as by the workshop participants. Despite some difficulties in relation to the handling of the implementation results by the workshop participants, they indicated changes in these professionals teaching practice and the introduction of experimental activities has been an important subsidy to assist them in Physics class in high school

Influência do horário de trabalho, do gênero e de um programa de educação sobre o sono no ciclo sono/vigília de professores do ensino fundamental e médio

The teaching profession is often associated with extensive workload inside and outside the classroom, poor teaching conditions, among other challenges that can cause sleep problems. These problems may be even greater in women, due to the professional and domestic work hours and to the major sleep necessity. Considering that sleeping problems may result from the practice of poor sleep habits, sleep education programs are conducted with the aim to reduce sleep deprivation, irregularity on sleep schedules, daytime sleepiness and improve sleep quality. In this sense, the objective of this study is to evaluate the influence of working hours, gender and a sleep education program on sleeping habits, quality of sleep, daytime sleepiness and the level of stress in teachers of elementary and secondary education. For that, teachers filled the questionnaires that assessed: 1. Sleeping habits (Sleep & Health), 2. Chronotype (Horne & Ostberg), 3. Daytime sleepiness (Epworth Sleepiness Scale), 4. Sleep Quality (Pittsburgh Sleep Quality Index), 5. Level of stress (The Inventory of Stress for Adults of Lipp) and 6. Daily pattern of sleep/wake cycle (Sleep Diary). The questionnaires 1, 4, 5 and 6 were repeated 3 weeks after the sleep education program. Teachers who begin work in the morning (7:11 ± 0:11 h) wake up earlier in the week and often have poor sleep quality compared to those who start in the afternoon (13:04 ± 00:12 h). Among those who begin work in the morning, the intermediate types and those with an evening tendency were more irregular in the wake up time than morning types and increased sleep duration on weekend. In relation to gender, women had longer sleep duration than men, although the majority presented excessive daytime sleepiness and poor sleep quality. However, when work schedule and age are similar between genders, the difference in sleep duration becomes a tendency and the difference in the percentage of excessive daytime sleepiness disappears, but the poor sleep quality persists in women. With respect to teachers who have gone through the sleep education program, there was an increase in knowledge about the subject, which may have contributed to the reduction in the frequency of coffee consumption close to bedtime and to the sleep quality improved in 18 % of participants. In the control group, there were random differences in knowledge in 3rd stage, and sleep quality improved in only 9% of teachers. The participation in the sleep education program was not enough to change the hours of sleep and decrease stress of teachers. Therefore, the start time school in the morning was preponderant in determining the wake up time of teachers, especially for intermediates types and those with an evening tendency. Furthermore, the poor quality of sleep was more common in women, and the sleep education program contributed to increase knowledge on the subject and to improve sleep quality.

Análise da atividade cognitiva do operador de sala de controle da produção de controle da produção de petróleo on-shore: uma abordagem da ergonomia para a gestão das restrições do sistema sociotécnico

This master's thesis aims to analyze the activity of the operators in a control room of the processes of production on-shore petroleum, with a focus on sociotechnical restrictions that interfere in the decision-making process and the actions of operators and therefore, the strategies (individual and collective) to regulate and maintain the operator action required and the safety of the system, together. The activity in focus involves the supervision and control of the production of thousands of barrels of oil/day in a complex and dispersed production’s structures built in an extension of 80 km. This operational framework highlights the importance of this activity for the fulfilment of the targets local and corporate efficiency, good management of the environment, health and safety of operators. This is an exploratory research and in the field, which uses the methodology of Ergonomic Analysis of the Work, composed of observational techniques and interactional, having as locus control room of the processes of production on-shore oil of an oil company. The population of this research is formed by operators in the control room of an Brazilian oil company. The results showed that the supervisory activity and control of the superheated steam injection is an complex context, demands greater attention, concentration, calculations, comparisons, trend analysis and decision making. The activity is collectively constructed between the control room operator, field operator and the supplier of steam. The research showed that the processes of communication and collaboration between the control room , fields and support staff are the key elements of this activity. The study shows that the operators have the autonomy and the elements necessary for work; and that there is continuous investments to improve the technology used and that the operators report sleep disturbances as a result of chronic exposure to night work. The study contributed with proposals for transformation of this activity: with regard to the installation of a area reserved for food in control room, the update the screens of the supervisory current operating condition, the periodic visits by room operators in the field, standardization of production reports, development assistance and standardization of nomenclature of controlling stations steam systems, to improve the conditions of realization of the activity, improve the quality of products produced by operators and contribute to reduce the possibility of slips or shifts in the activity.

"Quem sou eu?": uma (re)construção do sujeito por meio da narrativa autobiográfica - proposta didática com um olhar nas interações em sala de aula

As we are aware, the classroom is emerging as a continuous build learning experiences and environment, however, for students also it functions as a place also to be due to socializing with friends. However, not always these elements complement each other, so as harmoniously as we are aware that there are many difficulties, both in the act of learning as in interpersonal relations between them. From this, we understand that it is for the school to seek ways to contemplate such issues so that they feel inserted both with regard to this learning as well as being able to interact with themselves and with others, in a participatory manner, to live well socially. Thus, we find ourselves facing a similar situation with a 9th grade class where the students had certain limitations to have a good relationship with one another, causing thus problems in learning. On the other hand, this difficulty as affectively interact with each other, also, was increased by the difficulty that some students had to speak for themselves and to show their feelings and emotions, getting even more difficult this interaction at school. Thus, we found ourselves obliged to act immediately and need to bring about change in this picture. So it came out the idea of the application of an intervening action which started taking shapefrom a pedagogical project that we developed in other classes in previous years, this time adapted to the situation experienced by the group. The project, framed in the qualitative research and characterized from the action research approach took shape, and elected as its main objective to seek possible alternatives to develop the communicative competence of students, which is why we invest in exercise oral communication (speaking and listening) in order to promote the use of language, the interpersonal involvement facilitating thus their participation both in the classroom and in social life. To fulfill this goal, we set out to develop a didactic book whose support materialized through the autobiographical narrative (molded in writing production) and worked along a structured instructional sequence in three distinctstages that dialogued with each other. Therefore, we base our study from the socio-historical conception and dialogue proposed by Bakhtin in line with the sociodiscursivo interactionism of Bronckart and resort to other scholars as Dolz and Schneuwly, Marcuschi among others. The development of all stages of the project not only has had an immediate effect on what we proposed ourselves as also yielded us very gratifying moments reinforcing to us that the classroom environment goes far beyond the fact ministering content. And that work with orality, with views on affective interaction of these students resulted in a project, so to speak, exciting.

Entre cartas e contos na sala de aula: diálogos e afetos em textos de Mário de Andrade e Câmara Cascudo

Specific educational material production for a group of level IV – 8th and 9th years of Youth and Adults Education, having as starting point the reading of a series of letter of correspondence between Câmara Cascudo and Mário de Andrade in the 1920s, and the verification of the way the dialog between the two authors reveals elements that transpire themselves in the tale entitled “Piá não sofre? Sofre”, from the book Os contos de Belazarte, de Mário de Andrade. The educational material production was preceded by the analysis of the selected tale, which will be studied along with some of the letters, in an analysis of the textual, discursive and semantic features of the text in representation of these both genres: letter and tale. The selected tale was written between 1923 and 1926, dates close to the years when the author came by Rio Grande do Norte state, in the years from 1927 to 1929, accompanied by Câmara Cascudo, being also this period that there are records of letters in the set of correspondence between them. To the reading of the selected material, it was used theoretical references from literature and literary historiography, especially the history of Brazilian modernist movement. To the production of the educational material, it was chosen as theoretical reference the accumulated knowledge in the area of literature teaching, literacy and the recommendations of the Brazilian National Curriculum Parameters. The methodology in this study was constructed from the theoretical references and had as basic support the study of didactic sequences from which a specific thematic unit got its shape from, required by the analyzed material and tested in a classroom.

Entre cartas e contos na sala de aula: diálogos e afetos em textos de Mário de Andrade e Câmara Cascudo

Specific educational material production for a group of level IV – 8th and 9th years of Youth and Adults Education, having as starting point the reading of a series of letter of correspondence between Câmara Cascudo and Mário de Andrade in the 1920s, and the verification of the way the dialog between the two authors reveals elements that transpire themselves in the tale entitled “Piá não sofre? Sofre”, from the book Os contos de Belazarte, de Mário de Andrade. The educational material production was preceded by the analysis of the selected tale, which will be studied along with some of the letters, in an analysis of the textual, discursive and semantic features of the text in representation of these both genres: letter and tale. The selected tale was written between 1923 and 1926, dates close to the years when the author came by Rio Grande do Norte state, in the years from 1927 to 1929, accompanied by Câmara Cascudo, being also this period that there are records of letters in the set of correspondence between them. To the reading of the selected material, it was used theoretical references from literature and literary historiography, especially the history of Brazilian modernist movement. To the production of the educational material, it was chosen as theoretical reference the accumulated knowledge in the area of literature teaching, literacy and the recommendations of the Brazilian National Curriculum Parameters. The methodology in this study was constructed from the theoretical references and had as basic support the study of didactic sequences from which a specific thematic unit got its shape from, required by the analyzed material and tested in a classroom.

Do ancoradouro à sala de espera: as obras de melhoramento do porto e a construção de uma Natal moderna (1893-1913)

Through the nineteenth century, it was constant in the discourse of the local norte-rio-grandenses (Natal city, Brazil) administrators, the appeal for subsidy to the central government for the works of the port of Natal upgrade. The port in the capital, the main route of the Rio Grande do Norte communication, because of the limitations attached to it, as the dunes surrounding the city spreading sand in the riverbed, and several reefs located along the coast, did not allow the entry in his berth larger ships. These difficulties brought major problems the province, who could not hold the flow of production coming from the inside, resulting in the north of Rio Grande political scene, questioning the centrality of Christmas position in the province. Only Republican scheme had been approved credit by the federal government for the improvement works of the port. The port became the Republican political discourse Potiguar one of the main promises to bring "progress" the Potiguar land, being placed as a central issue of which depend on the "future" of the state. The objective of this study is to analyse the emergence of a new port concept in speeches and interventions of the local ruling groups in the early twentieth century. We analyse the emergence of a modern notion of port, marked by the organizing effort, rationalization and regulation of port activities by the state, and the new relationship assumed by the harbour front to the city resulting from this new perception. The port has become for local leaders to groups of capital "waiting room", requiring change of the composition of urban space for integrating the port to the city. The Port of Natal became endowed with a pedagogical function, incorporating the urban fabric, codes, values and practices considered by local managers as modern and civilized. This new city space, considered a "waiting room", caused conflicts between the local ruling groups and influential figures in the Potiguar political field, which sought to encourage with the process of organizing the harbour front undesirable regarded figures in the city views as an impediment to the image of progress and modernity that the dominant groups intended to expose the port.

A sala de aula em cena: uma pesquisa em ensino do teatro a partir da experiência docente

At first moment we present a reflection about the history of theater and later a contextualization of didactic movements oriented to scenic arts. Through at the constant dialogue with authors of areas involving education, theatre, corporeality and music was possible analyzing, develop and criticize a education work under my responsibility involving fourteen classes. At the second moment will occur a critical self about the quality of theater classes his contents and methodologies. The technique will be at side of the emotion and together develop skills aimed at tracing paths for theater developed at a classroom of a especific private school in Natal-RN. At the third moment one class is chosen for analyze of the academic research and many experiments happen after this decision, initiated and sensitized through of the music with a significant look at the corporeality and prioritizing the theater as content in ninth grade - elementary school two. At the conclusion is possible see that learning is mutual and the theater can become life routine as well as the arts in general and when all arts will be regularized into the national educational system for public and private schools we will have more susceptible humans and more intellectual capacity

A iluminação cênica no trabalho do ator de teatro

This research aims to investigate how the stage lighting can be articulated in the creation of theater actor process. To we reach this reflection, it is necessary to understand the space of the rehearsal room, where the actor works as a place where their function receives influences of other artists who are creating the spectacle.Collaborative processes are analyzed three Cia de Teatro Engenharia Cênica: Irremediável, 2007; Doralinas e Marias , 2009; O Menino Fotógrafo, 2011, aiming to understand the collaborative theater potentializes, the intersection and the exchange of experiences in the rehearsal room, collaborating actively for the training of persons involved in creating the show. The research proposes an investigation of how the creative process of stage lighting is gaining ground in the rehearsal room in the language of theater directing, showing mainly how is your "co-evolutionary" creation with the creative process of the actor