A Interação Não-Verbal Como Pistas de Contextualização: um estudo de caso sobre duas Classes de Progressão

Abstract

Human interactions are little studied by the scientific literature in the area of education. The non-verbal interaction was chosen as the object of this study, which had as its basis two Classes of Progression revisited through the original videos of the research "Ethnographic Images of Inclusion: School Failure from the Student's Perspective", which compiles the collection of the Ethnography Nucleus in Education (NetEdu). The objective of the study was to analyze scenes that involve the look in order to re-significate the contexts of the classrooms. The look and its functions of regulation and feedback signaled through clues of contextualization that some students avoid the visual contact with the teacher and thus escape the conflictual situations present in the teacher-student interaction. The methodology uses three research methods: recursive, bibliographic and case study. Analyzes and results were described by ethnographic vignettes. Among the results, we highlight the scenes that involve the students 'embarrassment and silence in the face of the teachers' coercive look and the strategy of invisibility on their part. This dissertation is expected to alert teachers and students to the contextualization cues that involve classroom interactions, in the sense that they inform about some processes that delimit students' success and failure