DOI:
https://doi.org/10.14483/23464712.5038Published:
2012-01-01Interacciones discursivas e indisciplina en clases de ciencias de sexto grado, estudio de caso
Discursive interactions and indiscipline in science classes of basic education, a case study
Keywords:
Science Teaching, Teachers Formation, History of Science, Teaching Knowledge’s. (en).Keywords:
enseñanza de las ciencias, indisciplina, procesos interactivos (es).Downloads
Abstract (es)
En esta investigación, buscamos analizar como se dan y cual es la calidad de las interacciones discursivas durante los procesos de enseñanza y aprendizaje emprendidos en la clase de Ciencias. Para esto, realizamos observaciones de once clases de ciencias de un curso de sexto grado de Educación básica en una escuela pública del municipio de Jaboticabal (São Paulo, Brasil). Los resultados, analizados a la luz del referencial vigotskiano, indican que los procesos interactivos son permeados por situaciones de indisciplina en las cuales la profesora perdía el control frente a la excesiva conversación e desplazamiento de los estudiantes. En este contexto, encontramos una polaridad en las relaciones de interacción del caso estudiado: por un lado, la interacción profesor-alumno se basa en el control del comportamiento de los estudiantes y la imposición de autoridad de la profesora; por otro lado, las interacciones alumno-alumno se manifiestan con un movimiento de resistencia a la figura docente. De este modo, las interacciones alumno-alumno son interpretadas por la profesora como comportamientos indisciplinados que necesitan ser controlados y/o extinguidos.
Abstract (en)
In this research, we analyzed how the discursive interactions occur and their quality. It was considered both interactions, the teacher-student type as well as student-student one, during the teaching-learning process that took place in science classes. We made observations of eleven science lessons in a fifth grade (sixth year) of the elementary school in a public school Jaboticabal (São Paulo, Brazil). The results, which were analyzed based on the Vygotskian referential, indicate that the interactive processes are fraught with cases of indiscipline in which the teacher lost control of the situation due to the excessive talking and movement of the students. In this context, we find a polarity in the interactive relations in the studied case: first, the teacher-student interaction is intended to control the behavior of the students and to impose the teacher’s authority; on the other hand, the student-student interactions function as a way to display resistance to the presence of the teacher. Therefore, the student-student interactions are interpreted by the teacher as disruptive behaviors that need to be controlled and/or extinguished.
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