A Internet como tecnointeração da aprendizagem: valorização da cultura e identidade juvenil

The present study investigates Internet as technological interaction in the school environment as a resource of the teaching-learning process. It aims to discuss the lack of synchronicity between proposals of educational access for Internet use and types of access and interaction applied by youngsters. For the development of this research, I resorted to a qualitative, descriptive and explanatory research focused on a group whose subjects are youngsters from eleven to fifteen years of age in a catholic school which belongs to a group of private teaching schools in Natal city, Rio Grande do Norte state. As methodological option it focus on a group and the observation of its participation, discourse analysis and ethnography, considering facts and data of the pedagogical practice concerning the focused theme, besides the attempt to know the youngsters everyday at school and the relationship between them and juvenile cultures. It recognizes the existence of two moments of the focused group: the first related to internet use like technological interaction; the second concerns to the way Internet is problematic as technological interaction in classroom learning. While contacting with youngsters, the study discusses the concepts of Media Environments, Culture, Identity, Network, Consumption and Citizenship. It recognizes that it is relevant for the school to consider Internet a pedagogical tool, directed not just at research, but mostly as learning environment and as learning construction in a collaborative way. It points out the need of approach between school and media environment, reevaluating the pedagogical practice, offering a new evaluation proposal (self-evaluation). It suggests a renewal in the teacher's pedagogical practice in the classroom and using Internet, valuing the connection between technological interaction and communication as motivation elements of student s learning construction and their effective participation in decisions involving citizenship. It gives priority to educational work directed at the establishment of dialogic relationship between codes, learning and contents, leading to the new findings domain in the media environment, enabling the development of abilities and performances directed at the recognition and consumption of information from a critical reading of the media

Obstáculos superados pelos matemáticos no passado e vivenciados pelos alunos na atualidade : a polêmica multiplicação de números inteiros

In Mathematics literature some records highlight the difficulties encountered in the teaching-learning process of integers. In the past, and for a long time, many mathematicians have experienced and overcome such difficulties, which become epistemological obstacles imposed on the students and teachers nowadays. The present work comprises the results of a research conducted in the city of Natal, Brazil, in the first half of 2010, at a state school and at a federal university. It involved a total of 45 students: 20 middle high, 9 high school and 16 university students. The central aim of this study was to identify, on the one hand, which approach used for the justification of the multiplication between integers is better understood by the students and, on the other hand, the elements present in the justifications which contribute to surmount the epistemological obstacles in the processes of teaching and learning of integers. To that end, we tried to detect to which extent the epistemological obstacles faced by the students in the learning of integers get closer to the difficulties experienced by mathematicians throughout human history. Given the nature of our object of study, we have based the theoretical foundation of our research on works related to the daily life of Mathematics teaching, as well as on theorists who analyze the process of knowledge building. We conceived two research tools with the purpose of apprehending the following information about our subjects: school life; the diagnosis on the knowledge of integers and their operations, particularly the multiplication of two negative integers; the understanding of four different justifications, as elaborated by mathematicians, for the rule of signs in multiplication. Regarding the types of approach used to explain the rule of signs arithmetic, geometric, algebraic and axiomatic , we have identified in the fieldwork that, when multiplying two negative numbers, the students could better understand the arithmetic approach. Our findings indicate that the approach of the rule of signs which is considered by the majority of students to be the easiest one can be used to help understand the notion of unification of the number line, an obstacle widely known nowadays in the process of teaching-learning

Educação do campo e alternância :reflexões sobre uma experiência na Transamazônica/Pará

The study theme is the Rural Familiar House Program (RFHP), through the Rural Familiar House of Uruará-PA city (URFH), from 2000 to 2005. It is considered as base the education offered to the field young people, in the modality of basic education by alternation methodology between the Familiar and School Times in the two first from 5th to 8th grade classrooms. From the argument about the understanding importance and need of knowledge transmission and construction to be established in the inter-section between general references of the social reality and the subjective ones. It constitutes an educative work that both values domain of knowing and the creative capacity of each pupil. Considering that the greatest aim of the education is the human being emancipation, this thematic for the development of the documentary and field research was defined with the delimitated thematic for the educative practice-proposal in alternation, choosing the Program of the RFHs as the reference to carry out an analysis which considered fruitful in the articulation between education and educative work. This study had the objective to contribute for the debate concerning the alternation and to understand presuposals and educative practice of the RFHs what its importance for the young people and its relation with the field educational policy. For this, it was used, mainly, from analytical references of authors, such as Williams, Gramsci, Adorno, Freire, Shiva, Soares, Molina, Tonet, et. all, all were also important for the construction of this work. The studied documentary sources, as well as the verbal ones the actors also interviewed had allowed, in irreplaceable way and significantly, a critical analysis on the pedagogical proposals and the articulation among school, familiar work and education, which was carried out in the formation of URFH, the sessions of alternation between Time School and Time Family. The results are scored with the chapter construction, as they had presented themselves in several sources and the reading which was made. A reading that signals for the affirmation which is possible to overtake the emphasis on technicality, mediated in the practice-theory-practice relation, still present in the alternation, and, thus, to be able to make an educative work that intends to contribute for the young people education with capacity of being, thinking and to act actually as subjects of their history

DERSU UZALA Hibridação Homem-Natureza

Esta disertación explora de qué forma las hibridaciones entre ser humano y ambientes naturales no urbanos contribuyen a configurar las estrategias de atención, de construcción de conocimiento y de interacción con el mundo del sujeto y cómo, recursivamente, las actitudes perceptivo-cognitivas y las maneras de acercarse a lo real, de imputar sentido a los fenómenos y de interactuar con el ambiente practicadas por el sujeto condicionan y contribuyen a definir las hibridaciones entre humanos y no humanos. Lo que guía esa exploración es el concepto de híbrido que, inspirándome en Bruno Latour (2008), concibo como una asociación entre elementos sin características inherentes, compenetrados, que se redefinen, recrean e reconfiguran recíprocamente. Utilizo como operadores cognitivos una narrativa literaria y una cinematográfica: el libro autobiográfico Dersu Uzala del escritor y explorador ruso Vladimir Klavdievich Arseniev (1872-1930), publicado por primera vez en 1923, y la película homónima del director japonés Akira Kurosawa (1910-1998), lanzada en 1975. Estas obras reconstruyen tres expediciones realizadas por Arseniev a principios del siglo XX en la región siberiana del Ussuri que tuvieron como guía al cazador nómada de etnia gold Dersu Uzala, con quien el escritor construyó una profunda amistad. La elección de hacer dialogar en el mismo plan a dos modos complementares de conocimiento, arte y ciencia, se fundamenta en la concepción de Edgar Morin (2003b) de la literatura y el cine como escuelas de vida y de complejidad humana y en la visión de Claude Lévi- Strauss (2007) del arte como modelo reducido que favorece una mirada más abarcadora sobre los fenómenos. Inicialmente, pongo en relación mi investigación con los trabajos de Silmara Lídia Marton (2008) y Samir Cristino de Souza (2009), que analizaron las estrategias de construcción de conocimiento y de interacción con el mundo de un habitante de la Laguna de Piató (Municipio de Assú, Estado de Rio Grande do Norte, Brasil), Francisco Lucas da Silva, y muestro algunas analogías entre estas y las de Dersu Uzala, ambas productos de determinadas hibridaciones con el ambiente. A continuación, exploro las implicaciones cognitivas de la amistad de Arseniev con el cazador gold, metáfora/encarnación del diálogo posible entre saberes de matrices diferentes. En un tercer momento, dialogando con pensadores que se interrogaron sobre el trinomio hombre-naturaleza-representaciones y con las narrativas de Arseniev (1997) y Kurosawa (1975), reflexiono sobre las ideas de híbrido, de humano y no humano, de vivo y no vivo, de proximidad y distancia del sujeto con respecto a otros sistemas de lectura del mundo, de relación directa y mediada con lo real, de ambientes naturales urbanos y no urbanos. A seguir, incursiono en el libro de Arseniev y en el largometraje de Kurosawa intentando identificar qué factores más contribuyeron para configurar las estrategias de conocimiento y de interacción con el ambiente manifestadas por el explorador y por el cazador gold y, recursivamente, de qué forma esas estrategias contribuyeron a definir sus hibridaciones con el ambiente siberiano. Por último, a partir de las reflexiones tejidas a lo largo del trabajo, me interrogo sobre lo que ellas pueden decirnos sobre nuestra forma de interactuar con la naturaleza no humana y sobre el diálogo entre distintas formas de percibir, conocer y relacionarse con el mundo

Análise de necessidades de formação: uma prática reveladora de objetivos da formação docente

In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs

A aplicação dos temas transversais nas aulas de educação física - ensino médio integrado

A escola tem se guiado por ações pedagógicas do professor consideravelmente limitadas, as quais têm dificultado configurar com nitidez intenções educativas que contemplam a sua organização curricular. Nesse sentido, esta dissertação tem por objetivo apresentar uma experiência pedagógica da educação física a partir da operacionalização de temas transversais com os conteúdos curriculares no ensino médio integrado no IFRN, campus SGA. Os fundamentos teórico-metodológicos seguiram a linha qualitativa da pesquisa-ação. Participaram desta pesquisa estudantes dos cursos de Edificações e Informática do 1º ano do ensino médio integrado e a professora-pesquisadora, que é servidora efetiva do instituto. Optando pela pesquisa-ação, estruturamos uma intervenção pedagógica com intenção de promover a construção de conhecimento dos conteúdos da educação física com os temas transversais, tanto em amplitude como em profundidade, alicerçada no aporte teórico da teoria da ação dialógica (FREIRE, 2011) e da concepção aberta no ensino da educação física (HILDEBRANDT, 1986). A pesquisa teve como procedimentos a observação participante e a filmagem das aulas de educação física. As observações e os discursos dos estudantes foram organizados em categorias de questões, a saber: 1. Percepção dos estudantes sobre a educação física; 2. Sentidos e significados dos conteúdos da educação física na interfase com os temas transversais nas aulas; 3. Diálogos sobre a interação do conhecimento na relação professor-estudante. As observações e a análise dos depoimentos dos estudantes apontaram, em alguns momentos, que as aulas de educação física ainda são estruturadas no modelo rola bola , sem planejamento, configurando-se mera atividade, e não como prática pedagógica que trata dos saberes do campo da cultura de movimento. Por não constituir-se prática pedagógica que aborda os conteúdos de forma sistematizada, não se tem de forma precisa a ordenação e sequenciação dos aprendizados de práticas corporais, tampouco a introdução de temas transversais, os quais não poderiam ser aprendidos sem uma ação pedagógica concreta do professor. A interação professor-estudante afetiva e dialógica favoreceu que os estudantes se permitissem participar das experiências corporais de um jeito diferente, aceitando aprender os conteúdos curriculares em conjunto com os temas transversais, passando a perceber as aulas de educação física como espaços de experiências de movimento que lhes permitiram atribuir sentido/significado, além do conhecimento sobre o universo da cultura de movimento. A nosso ver, acrescentamos também que a escola não valorizou o trabalho com os temas transversais, pois a recente discussão sobre a inserção desses temas como temáticas relevantes, que devem ser tratadas pedagogicamente em conjunto nos componentes curriculares, ainda não é contemplada expressivamente no projeto curricular da escola

Reflexões e contribuições para o ensino de gravitação clássica no nível médio

The subject of Classic Gravitation is part of the actual curriculum for High School in Brazil, and it is taught in the first year of that education level. This master thesis presents a research regarding the subject Classic Gravitation in High School. This research was based in two complementary guidelines of research and action. The first guideline was the analysis of 21 didactic books of physics which are the more frequently used in High School, in the city of Natal/RN. The second guideline, worked after being verified the most common deficiencies presents in the didactic books, was the elaboration, followed by a practical application, of a course suggesting how to approach that subject in the classroom. The Parâmetros Curriculares Nacionais para o Ensino Médio (National Curricular Parameters for High School PCNEM) defend that Classic Gravitation is very important in the student s formation and that its study helps the comprehension of many nature s phenomena. Because of this vision of that subject by the PCNEM, the 21 analyzed books were separated in two groups: the first one, containing 10 books, was edited before the spreading of PCNEM, and the second, with 11 books, after that spreading. Whatever the group to which the didactic books belonged, the great majority of them let that subject in a second plan; two of them even suggesting, in the teacher s orientations, that the subject Gravitation can be suppressed in case of insufficient time . These analyses points that the PCNEM had produced no changes in the conception of the authors that wrote books regarding that subject. To analyze the didactic books, we elaborated a script which was used as an analysis tool, in which we put in evidence the relative importance of the historic and philosophic contextualization of the subject, the quotidian experience of the students and the interdisciplinary approach, among other aspects. It became evident that the didactic books give very little emphasis to historic aspects of the knowledge construction, to the relations with the day-by-day questions and to the interdisciplinary character of the subject Gravitation. It calls attention the non concordance among the authors opinions regarding the necessary previous knowledge or prerequisites the students should fulfill in order to begin to study Gravitation. The course we elaborated was given to a group of teachers as well as to students. In those courses we treated theoretical and practical aspects and emphasized historical questions and the ones which are related to people s daily life. The course for teachers was realized as an extra-mural activity of the UFRN and was given by the author of this thesis at the Escola Estadual Francisco Ivo Cavalcanti (a state public school in Natal/RN). There were 23 teachers present, from several public schools and several fields of knowledge. The thesis supervisor and the master degree s colleagues of the author acted as collaborators , reporting the participants opinions and speeches. The course to the students, on the other hand, had the participation of 300 regular students who belonged to 6 different 1st year classes of the High School Escola Marista de Natal (RN), in which the author acts as a physics teacher. The student s course was realized as part of the regular curriculum activities, in which three classes stood under the responsibility of the author and other three classes in charge of another Marista s teacher, who participated as a collaborator . The teacher s course as well as the students one were given in two stages, with five hours each. The first stage was divided in two moments, the first one focused on the survey of the spontaneous conceptions about gravitation, in which we worked basically with experiments of free throwing and pendulum, and the second one focused in theoretical presentations and quarrels about universe s models. In the second stage of the course we improved the study of Kepler s laws and the Newton s Universal Gravitation law, and we used as motivating tools some practices involving the construction of the solar system in scale. As instruments for evaluating both courses we used questionnaires and reported the speeches with participants opinions, beyond usual written evaluations in the course for the students. The teachers who participated in the course showed very good wills in realizing interdisciplinary practices; nevertheless, according their own speeches, they frequently came across the difficulty of how to do . From the experience we had in both courses, we conclude that the approach we propose hear to the teaching of the subject Classic Gravitation , supported on the tripod theory, practice and historical and philosophical aspects, is viable and effective. One hopes that this research may contribute in the formation of a opinion, among the teachers, concerning how to approach the subject of Classic Gravitation, and may offer suggestions in order those who want to apply that approach may develop classroom practices aiming to improve the teaching of that subject, which has a singular importance in the formation of High School students

A modelagem matemática como alternativa de ensino e aprendizagem da geometria na educação de jovens e adultos

This is work itself insert in the mathematics education field of the youth and adult education to aim to practitioners of the educational action into the mathematics area performing to with this is teaching kind, adopting to as parameter the Mathematics Molding approach. The motive of the research is to draw up a application proposal of the molding mathematics as teaching and learning geometry alternative in the youth and adult education. The research it develops in three class of the third level (series 5th and 6th) of he youth and adults education in the one school municipal from the Natal outskirts. Its have qualitative nature with participating observation approach, once performing to directly in to research environment as a mathematics teacher of those same classes. We are used questionnaires, lesson notes and analyses of the officials documents as an basis of claim instruments. The results indicates that activity used the mathematic moldings were appreciated the savoir-faire of the student in to knowledge construction process, when search develop to significant learning methods, helping to student build has mathematics connections with other knowledge areas and inside mathematics himself, so much that enlarges your understanding and assist has in your participation in the other socials place, over there propitiate to change in student and teacher posture with relation to mathematic classroom dynamics

Contribuições da investigação em sala de aula para uma aprendizagem das secções cônicas com significado

In this work, the didactical possibilities of investigation use in classroom, through an experience with high school students from Federal Center of Technological Education of Paraíba, as well as the study of conic sections were analysed. In order to fulfill our goals the theoretical conceptions concerning the meaninful learning in conection with the investigation of mathematics history were taken into account. The classroom research occurred by means of activities which encouraged the learner to investigate his own concepts on the conic sections. The results of the proposed activities showed the effectiveness and the efficiency of such a methodology as regards the making up of the required knowledge. They also reveal that the investigation in the classroom guides the ones involved, in this process, to have a wider look at the origins, the methods used and the several representations presented by mathematics that certainly lead, specially the students, to a meaninful learning

Atividades experimentais no ensino de biologia em escolas públicas do estado do Rio Grande do Norte, Brasil: caracterização geral e concepção de professores

Recent research has revealed that the majority of Biology teachers believe the practice of experimental activities as a didactical means would be the solution for the improvement of the Biology teaching-learning process. There are, however, studies which signal the lack of efficiency in such practice lessons as far as building scientific knowledge is concerned. It is also said that despite the enthusiasm on the teachers‟ part, such classes are rarely taught in high school. Several studies point pedagogical difficulties as well as nonexistence of a minimal infrastructure needed in laboratories as cause of low frequency in experimental activities. The poor teacher performance in terms of planning and development of classes; the large number of students per class; lack of financial stimulus for teachers are other reasons to be taken into account among others, in which can also be included difficulties of epistemological nature. That means an unfavorable eye of the teacher towards experimental activities. Our study aimed to clarify if such scenario is generalized in high schools throughout the state of Rio Grande do Norte Brazil. During our investigation a sample of twenty teaching institutions were used. They were divided in two groups: in the first group, five IFRN- Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte schools. Two of those in Natal, and the other three from the country side. The second group is represented by fifteen state schools belonging to the Natal metropolitan area. The objectives of the research were to label schools concerning laboratory facilities; to identify difficulties pointed by teachers when performing experiment classes, and to become familiar with the conceptions of the teachers in regarding biology experiment classes. To perform such task, a questionnaire was used as instrument of data collecting. It contained multiple choice, essay questions and a semi-structured interview with the assistance of a voice recorder. The data analysis and the in loco observation allowed the conclusion that the federal schools do present better facilities for the practice of experimental activities when compared to state schools. Another aspect pointed is the fact that teachers of federal schools have more time available for planning the experiments; they are also better paid and are given access a career development, which leads to better salaries. All those advantages however, do not show a significantly higher frequency regarding the development of experiments when compared to state school teachers. Both teachers of federal and state schools pointed infra-structure problems such as the availability of reactants, equipments and consumption supplies as main obstacle to the practice of experiments in biology classes. Such fact leads us to conclude that maybe there are other problems not covered by the questionnaire such as poor ability to plan and execute experimental activities. As far as conceptions about experimental activities, it was verified in the majority of the interviewees a inductive-empiric point of view of science possibly inherited during their academic formation and such point of view reflected on the way they plan and execute experiments with students

História da matemática na formação do professor: dificuldades e sugestões

This work is the result of a study that aimed to start scoring difficulties that the math teacher is trying to get a historical formation. Considering that the textbook is the material with which the teacher has more contact, start with reading historical texts present in these books. Choose a theme and choose from that we observed limitations ranging from the search for sources of research in relation to the actual historical content. There are many studies that show the importance of the history of mathematics in teacher education and also in the teaching and learning of mathematics. These works , in particular the work of Feliciano (2008 ) entitled : " The use of history of mathematics in the classroom " , along with the information , experiences and opinions given by Professor Anderson Luís de Azevedo Paulo , in some meetings , point to need for materials for teaching , since they show that recognizes the importance of this knowledge and the ability to use it in the classroom , but several factors have pushed aside , even the texts present in textbooks. From the analysis of some of the work and contributions of Professor Anderson Paulo we pointed out some of the factors that make historical texts being ignored by teachers and among them are characteristics in appearance and content in the text. To assist in the preparation of materials that meet the expectations of the teacher, we present a manual with suggestions and / or features to choose or produce a good text. These suggestions can make the history books more enjoyable and thus approach the teacher of historical knowledge and later encouraged to seek, in fact, a historical formation

Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in Açu/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner´s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur´s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher´s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher´s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

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

Ambiente de textualização no ensino a distância: o caso do fórum educacional

This research deals with textualization issues present in educational forums in distance learning environment. The research aims to analyze textualization regarding communication practices between tutors and distance learning students. Specifically the research aims to verify if the educational forum is considered pertinent for knowledge construction as well as identify subject´s behavior in e-Proinfo environment. The research also aims to understand the dynamics of the teaching and learning techniques related to the forum´s printed material. This is done in order to acknowledge discourse on behalf of subjects through the presented educational assignments. In order to address the issue, the work dealt with the relations present in distance learning forums, the forms in which the assignments are made, the way social actors interact and how this debate happens in the virtual environment. The research emphasized an educational forum used in a higher education institution at Rio Grande do Norte/Brazil. Thus the research corpus is composed by messages that were posted in the forum in the module called computer material . This module is one of the last in a set of six modules that are part of The Basic Cycle for Media Training promoted by the Center for Distance Learning in a public university at Rio Grande do Norte/Brazil. The research deals with a qualitative type approach in the perspectives of Merriam (1988), Cresswell (1994) and Minayo (1996). In order to achieve this analysis, the research dealt with theoretical landmarks related to distance learning present in (Silva, 2008; Brait, 1993; Sperbe and Wilson, 1986; Marquesi and Elias 2008 as well as Xavier, 2005, amongst others. As for aspects related to media and technological perspectives present in the forum, the research dealt with (Baranov, 1989; Neuner, 1981; Kearsley and Moore, 1996). Textualization was dealt according to (Marcuschi, 2008; Costa Val, 2004) and the conceptions and functions regarding tutors was seen according to (Salgado, 2002). In the conclusion and recommendations it was seen that these discussions present relevant contributions to distance learning and go beyond the practical universe present in electronical interaction. In the final considerations it is pointed out that this research is relevant for areas such as applied linguistics and presents guidelines for those involved in continuous education and aim meaningful knowledge that is coherent with distance learning education