O papel dos gestos na construção de significados na sala de aula
DOI:
https://doi.org/10.17533/udea.ikala.v22n03a06Palavras-chave:
função dos gestos, construção de significados, vocabulário, aulas de ciências sociais, ensino fundamentalResumo
O presente trabalho analisa a função que cumprem os gestos feitos por docentes e alunos durante a abordagem de vocabulário específico, não familiar ou pouco frequente em aulas de ciências sociais no ensino fundamental. Empregou-se um procedimento qualitativo, o método comparativo constante (Glasser & Strauss, 1967), para analisar aquelas sequências interacionais em que docente e alunos explicaram ou esclareceram o significado de uma palavra, corrigiram o uso de um termo ou perceberam uma ruptura na comunicação. Os resultados evidenciaram que todos os interlocutores das sequências interacionais observadas –professoras e crianças– fazem gestos quando solicitam um termo específico, descrevem ações ou um objeto em particular e quando elaboram definições contextuais de maneira conjunta. Ainda quando professoras e alunos fazem os mesmos gestos na abordagem de palavras, a função que desempenham os gestos de uns e outros varia dentro da sequência interacional.
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