As perguntas como mediadoras na construção de conhecimentos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2003

RESUMO

This study aims at investigating the questions asked during the English classes as well as their role as mediators in the process of knowledge construction. Furthermore, it aims at investigating the kind of questions which are asked in classroom and the kind of knowledge which are build up from its use. The theoretical framework is organized in four parts. Initially, a review of researches on the subject is dona, based upon Freire &Faundez (1985), Freire ( 1987), Doff ( 1988), Fernandes (1992), Magalhães (1994), Jesus (2000) e Gomes (2002), to name a few. Secondly, concepts related to mediation and the Zona of Proximal Development are discussed based upon the ideas of Vygotsky ( 1930, 1998), Daniels ( 1993), Rego (1995), Oliveira (1997), Baquero (1998), Schneuwly (1992), and Romero (1998). Following, the construction of knowledge and the kind of knowledge which can be constructed in classroom are presented, according to the ideas of Habermas (1985;1987), Siebneichler (1989) e Ingram (1993). Finally, the theoretical framework used for the data analysis is discussed based upon Bronckart (1997). Adopting an ethnographic approach, and also giving emphasis to the development of a critical action research ( Kincheloe, 1993), the study took place in a centro universitário and the participants were graduating students from a "Letras" course, and the researcher. Data analysis points to a change in the kind of questions asked by the teacher through the period this research was developed. Apart from that, it also reveals that the number of questions asked by students had also increased

ASSUNTO(S)

lingua inglesa -- estudo e ensino -- falantes estrangeiros linguistica aplicada perguntas construcao de conhecimentos

ACESSO AO ARTIGO

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