Interação e construção de conhecimento em situação de roda na educação infantil / Interaction and the construction of knowledge in Kindergarten Education circle activities

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

Socio-cultural perspective conceives the child as developing as an active participant and conscious of his/her culture taking part in social interactions concretely established. In interactions the child builds with a more experienced Other zones of proximal development that promote his/her development. In this work we discuss classroom interactions as promoters of sociocognitive and linguistic processes that are relevant to the development of complex knowledge and we indicate the necessity of defining more appropriate techniques in order to understand the specificities of those interactions. In order to understand teachers and children communicative strategies related to the dynamics of interaction this work aimed at describing and analyzing how the knowledge is built in teacher(s)- child/children interactions in preschool education. During seven months six 50 min. circle and first activities sessions were tape recorded in which seven 24 to 32 months old children and two teachers participated. Summarized sessions and a field journal directed the choice of ten episodes that were more relevant to the objective of this study. Those episodes were analyzed through microgenetic and Conversational Analysis adapted to Psychology methods. Results indicated that verbal and non verbal communicative strategies were used both by teachers and children and moreover how children were building knowledge organized in protoconcepts and protonarratives. On one hand, teachers mostly made use of questions to confirm and mirroring strategies indicating their orientation towards the building of new knowledge together with children through scaffolding. On the other hand, children usually used descriptive talk strategies and proto-declarative behaviour indicating the development of egocentric speech as childrens talk kept up with and mediated activity. This study may contribute to the reflection on Kindergarten Education and to the necessity to deepen and validating the communicative strategies found in it.

ASSUNTO(S)

educação infantil interaction knowledge construction kindergarten education construção do conhecimento estratégias comunicativas andaimes - psicologia microgênese. scaffolding microgenesis psicologia do desenvolvimento humano interação professor e aluno communicative strategies

ACESSO AO ARTIGO

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