| dc.creator |
CAIO SAMUEL FRANCISCATI DA SILVA |
|
| dc.creator |
ROSEMARY RODRIGUES DE OLIVEIRA |
|
| dc.date |
2012-07-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:20:25Z |
|
| dc.date.available |
2015-08-12T11:20:25Z |
|
| dc.identifier |
2145-4981 |
|
| dc.identifier |
https://doaj.org/article/93db3c4cf7964ec69343b245e065c198 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28260 |
|
| dc.description |
In the research, we analyze 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 processes 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 ofthe 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 thepresence of the teacher. Therefore, the student-student interactions are interpreted by the teacher as disruptive behaviors that need to be controlled and/or extinguished. |
|
| dc.language |
Spanish |
|
| dc.language |
Portuguese |
|
| dc.publisher |
Grupo de Investigación Enseñanza y Aprendizaje de la Física Universidad Distrital |
|
| dc.relation |
http://www.udistrital.edu.co/wpmu/geaf/files/2012/08/2012Vol7No1-004.pdf |
|
| dc.relation |
https://doaj.org/toc/2145-4981 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Gondola : Enseñanza y Aprendizaje de las Ciencias, Vol 7, Iss 1, Pp 50-65 (2012) |
|
| dc.subject |
Science Teaching |
|
| dc.subject |
Teachers Formation |
|
| dc.subject |
History of Science |
|
| dc.subject |
Teaching Knowledge’s. |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
INTERACCIONES DISCURSIVAS E INDISCIPLINA EN CLASES DE CIENCIAS DE SEXTO GRADO, ESTUDIO DE CASO |
|
| dc.type |
article |
|