Reflexões sobre o ensino a distância à luz da noção de contrato didático

Cruz, Frederico Firmo de Souza; Cruz, Sonia Maria Correa Silva de Souza; Santos, Paulo José Sena dos

doi:10.5965/1984723815282014345

Cited by 2 publications

(3 citation statements)

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“…In semiotic exchanges, sharing and collaborative construction of meanings occur in classroom activities. Thus, ZPDs help, on the one hand, in the development of autonomy and conceptual mastery through the various interactions established between teacher and students, between the students themselves and between the student and the knowledge in question (Souza Cruz, Souza, & Santos , 2014); and, on the other hand, in the appropriation of the organizational dynamics of conversation -in this specific case, of the didactic contract -which is also a manifestation of human social activity (Markee, 2015).…”

Section: Semiotic Regulation and Zones Of Proximal Developmentmentioning

confidence: 99%

“…In the teaching-learning context, such conversational interactions are predominantly guided by the didactic contract, consisting of a group of rules that guide the actions of the teacher and students in the classroom. This process is composed of ruptures that allow the modification of the person's relationship with the knowledge that is being shared and built (Souza Cruz et al, 2014). In some conversational situations, these breaks are considered "topic disruption" and cause the change of subject, leading to a discontinuity concerning previous shifts (Souza, 2006).…”

Section: Conversacional Sequences and Speech Actsmentioning

confidence: 99%

“…Thus, the categorization of discourse objects occurs within a context and depends on a linguistic organization and can be recategorized during the conversation. The movement that the didactic contract takes over the course of the class is constant, which allows us to say that it is always subject to modification in order to help students' learning (Souza Cruz et al, 2014). Table 3 Assertive Speech Acts and Curriculum Contents.…”

Section: Simultaneously Targeted Communication and Content Languagementioning

confidence: 99%

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Speech as Action in the Classroom: Semiotic Regulation of Cognitive Processes

Santos

Correia

Bezerra

2020

Psic.: Teor. e Pesq.

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This article investigated how determined linguistic actions, the speech acts, create favorable conditions for the emergence and maintenance of Zones of Proximal Development (ZPDs), therefore of cognitive actions. A geography classroom setting of sixth year elementary school was analyzed. "The relief and its agents" was the main conversational topic. Through interactional analysis and videography, we identified patterns in the categories of speech acts used in class. Some types of speech acts were used for to maintain didactic contract and others speech acts were used to clarify school contents. These patterns provide favorable conditions for emergency and maintenance of ZPDs, which were understood as symbolic space built along the discourse of participants, and that promote learning.RESUMO -Como determinadas ações linguísticas, os atos de fala, criam condições favoráveis à emergência e manutenção de ações cognitivas, as Zonas de Desenvolvimento Proximal (ZDPs)? Por meio da análise interacional e videográfica, investigou-se uma aula de geografia do sexto ano do ensino fundamental em que "o relevo e seus agentes" era o principal tópico conversacional. A partir da categorização dos atos de fala, foram observados dois padrões de organização conversacional: atos de fala voltados à manutenção do contrato didático e atos de fala direcionados aos conteúdos escolares relacionados ao tópico em curso. Tais padrões providenciam condições favoráveis à emergência e manutenção de ZDPs, compreendidas como espaços simbólicos que favorecem a aprendizagem, construídos ao longo do discurso pelos participantes. PALAVRAS-CHAVE: zona de desenvolvimento proximal, processos cognitivos, regulação semiótica, atos de fala, contrato didático

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Section: Semiotic Regulation and Zones Of Proximal Developmentmentioning

confidence: 99%

Section: Conversacional Sequences and Speech Actsmentioning

confidence: 99%

Section: Simultaneously Targeted Communication and Content Languagementioning

confidence: 99%

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Speech as Action in the Classroom: Semiotic Regulation of Cognitive Processes

Santos

Correia

Bezerra

2020

Psic.: Teor. e Pesq.

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Atendimento Educacional Especializado e Deficiência Visual: processos de inter-regulação associados à mediação semiótica

Negreiros

Jesus

Bezerra

2019

RSD

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Due to limitations imposed by the teaching-learning environment in regular schools, it’s essential for visually impaired students to have the necessary teaching mediation in relation to the collective construction of speech objects by means of language. Using as basis Vygotsky’s Sociocultural Theory, particularly the concept of Zone of Proximal Development and Interactional Sociolinguistics, interactions between professor-visually impaired student dyads were investigated during Specialized Educational Care sessions taking place in a care institution for people with disabilities at João Pessoa, Paraiba. Two seeing teachers and two visually impaired students from the 6th and 7th year of elementary school took part in the study. 16 observation visits and 10 videography sessions were made, with two of the videos selected for microgenetics analysis. Results indicated a care similar to tutoring, prioritizing the demands coming from the regular classroom. Beyond that, joint productions of semiotic fields in teacher-student relations occurred, in which programmed and unprogrammed interactions happened, as well as the construction of speech objects through interregulation of actions. In conclusion, although ZPD emergency situations happen, one must consider the elaboration of individualized lesson plans and more frequent use of resources and materials specifically geared towards teaching-learning of visually impaired children.

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Reflexões sobre o ensino a distância à luz da noção de contrato didático

Cited by 2 publications

References 4 publications

Speech as Action in the Classroom: Semiotic Regulation of Cognitive Processes

Speech as Action in the Classroom: Semiotic Regulation of Cognitive Processes

Atendimento Educacional Especializado e Deficiência Visual: processos de inter-regulação associados à mediação semiótica

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