Le rôle des gestes dans la construction de significations dans la salle de classe
DOI :
https://doi.org/10.17533/udea.ikala.v22n03a06Mots-clés :
fonction des gestes, construction de significations, vocabulaire, enseignement de sciences sociales, école primaireRésumé
Ce travail vise à analyser la fonction de gestes faits par les enseignants et les élèves, pendant le processus d’enseignement du vocabulaire spécifique, peu familial et peu fréquent dans le cadre de l’enseignement de sciences sociales à l’école primaire. Pour ce faire, la méthode de comparaison constante de Glasser y Strauss (1967) a été utilisé. L’objet de l’analyse sont des séquences d’interaction, dans lesquelles l’enseignant et les élèves expliquent ou clarifient la signification d’un mot, corrigent l’emploi d’un terme ou essaient de remédier des problèmes de communication. Les résultats ont mis en évidence que les interlocuteurs participants dans les interactions font des gestes pour faire emerger un terme, pour décrire des actions ou des objets et lors de l’élaboration ensemble de définitions contextuelles. Même si les enseignants et les élèves font les mêmes gestes pendant le processus, leur fonction peut varier à l’intérieur de la séquence d’interaction.
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