Construindo com a escrita interações improvaveis entre professora e alunos do ensino fundamental de uma escola publica da periferia de Campinas / Achieving through writing unlikely interactions between teacher and students

AUTOR(ES)

Milene Bazarim

DATA DE PUBLICAÇÃO

2006

RESUMO

The present dissertation presents the results of a research on the accomplishment of interaction through the exchange of written messages between myself, as a teacher, and my 98 students in a peripheral public school in the city of Campinas, SP. It is a qualitative-driven research, and the generation of registers was based on the action-research methodology. The 189 messages comprising the corpus were written during November, 2004. From such amount, 125 were written by me, and 64 by the fifth and sixth grade students. At first, such messages were short, and aimed at making a friendly contact between teacher and students. As long as the students started answering, the messages became individualized, longer, resembling the personal letter genre. The exchange of messages was an extra activity, and the texts written in such context were not object of correction or class discussion. The analyses show that in such messages, even though the institutional roles of teacher and student were not erased, there were remarkable displacements, which are of great interest for a change in the sociointeractional classroom context, since I attempted to posit myself as an interlocutor who is interested in the student opinion on herself and on the school. Therefore, the accomplished interaction differs from the patterns which are common in such school. Such interaction has an important institutional and pedagogic feature, contributing to the student?s literacy, once it could be observed the use of linguistic-discursive resources necessary to the interaction through letters. Keywords: Student-teacher interaction, literacy, action-research

ASSUNTO(S)

pesquisa - ação - metodologia student-teacher interaction literacy letramento interação professor-aluno action-research

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