InteraÃÃo e cogniÃÃo em sala de aula




This paper aims at investigating processes of conceptual construction and knowledge development in the interactive dynamics which occur within teacher-students relationship. We assume interaction as the basis to knowledge construction, and concepts not as entities isolated in individualsâ mind but as a type of joint construction of meaning in specific contexts. We also search for the ways knowledge is constructed in the classroom environment and which influences interactive and noninteractive conceptual construction strategies have in the process of learning and in the cognitive development of the learner. The reflections upon which our analysis is based derive prominently from the theoretical foundations of the socio-interactive approach to cognitive linguistics. We make use of transcripts of Portuguese and Sciences lessons, which have been collected in several groups of fundamental teaching public schools, through an ethnographic-oriented research. We have come to find out that knowledge construction does not comprise isolated individual actions that result from the direct use of preconceived definitions or from received information, but that it takes place in socio-interactive activities, which generate the negotiation and sharing of meanings, and that concepts are interactively designed for the necessity of use and learning of language actors. For traditional teaching, on the contrary, concepts are treated directly and mechanically as if they were mere packets of meaning that must be inserted in studentsâ mind, regardless of collective constructions which occur in situated actions. What may be missing in those classrooms is an interactive mobilization that can lead the learner to infer meaning to linguistic constructions mediated by the connection between novel and previous knowledge, and among novel concepts, contexts, use, necessity, that is, social aspects of cognition. These changes we are proposing to classroom dynamics would provide students with the opportunity to take active part in the construction of their own knowledge, enhancing their cognitive ways of knowing and interpreting diverse aspects of their surrounding reality


estudo educaÃÃo linguistica ensino

Documentos Relacionados