A arquitetura da roda de conversa em aulas de língua portuguesa sobre questões ambientais: contribuições da análise da conversa etnometodológica

Abstract

Aiming at investigating, during speech-interaction, the structures of participation presented in conversation circles, this dissertation supports itself, fundamentally based on the perspective of Ethnomethodological Conversation Analysis (SCHEGLOFF; JEFFERSON; SACKS, 1977) and the methodology adopted of a qualitative and interpretive nature (HAGUETTE, 2003), inspired by the ethnographic character (ANDRÉ, 2012). We seek to answer two fundamental questions: “how conversation analysis was used as an analytical category in established interactions” and “what characteristics of the architecture of classroom conversation can be seen as revealing a specific type of activity, namely the institutional conversation circle in the classroom.”. To this end, we sought to analyze excerpts taken from the transcriptions of the two conversation circles held, from a perspective focused on the interactional mechanisms used by the participants in the conversation circles. The intervention project classes were developed in a first-year elementary school class at a municipal public school, located in Niterói in Rio de Janeiro. The activities involved the theme Environmental Education with a pedagogical work plan that consisted of eight activities with two conversation circles. This specific school context was considered for the observation of spontaneous speeches guided by the educator towards a goal. The data analysis highlighted the importance of the educator's mediation, as well as the joint construction of the speakers with revoicing as a driver of more egalitarian and critical participation on the part of the students, spontaneously (CLARK, 2000 [1996]), even though there were frequent overlaps of voices (SACKS, SCHEGLOFF and JEFFERSON, 2003). Finally, it was understood that the proposals with conversation circles promoted reflection between the students and the educator, in addition to the methods that centralize only the figure of the teacher, leading them to an appropriation of knowledge in a more critical way mediated by the educator. As a product of the dissertation, two Pedagogical Notebooks were prepared, for teachers and students respectively, following the steps of the intervention carried out, with the aim of providing others with discussions and experiences about environmental issues in their classrooms. The objectives of this research also highlight the valorization of the role of the teacher, since there is no protagonism for the student without the protagonism of the teacher.