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O conceito de indagação dialógica em Gordon Wells: indicações para o ensino nas salas de aula contemporâneas
(Universidade Federal de São Carlos, 2024-10-22) Souza, Michelle de; Marigo, Adriana Fernandes Coimbra; https://lattes.cnpq.br/4014738511373573; https://orcid.org/0000-0002-8784-3478; https://lattes.cnpq.br/8263371733675487; https://orcid.org/0009-0008-8608-8272
This work is the result of a bibliographic research conducted through content analysis of the book “Indagación dialógica: hacia una teoría y una práctica socioculturales de la educación”, written by Gordon Wells and originally published in 1999. Its aim was to analyze how the concept of dialogic inquiry can contribute to the improvement of teaching and learning processes in contemporary classrooms. The specific goal was to identify and extract from this author's work key indications for transforming teaching practice in the classroom. The guiding questions for this research are as follows: What is the role of the teaching profession in the concept of dialogic inquiry? How can this concept contribute to transforming teaching practice for teaching and learning in the information society? The methodological approach adopted is based on the guidelines of Bardin (2015), involving a careful analysis of the selected material, the separation of analytical categories, the formulation of hypotheses, and the treatment of the results found. The theoretical framework selected engages with the author's concept and is grounded in the communicative conception of education, which sees dialogicity as the means through which we can reduce educational inequalities. As results, we found that dialogic inquiry is relevant in the information society, as it contributes to overcoming the traditional teaching model, altering the rules that prescribe the actions of educators, and addressing the challenge of producing knowledge in this society. The analysis concluded that dialogic inquiry is not just a concept, but a way of being that has a high transformative potential for teaching practice and aligns with a teaching approach that enables students to understand how knowledge is co-constructed.
A mulher-mãe em (dis)curso: a cena enunciativa na rede social Instagram
(Universidade Federal de São Carlos, 2024-10-22) Silva, Alice Rios Carini; Araújo, Lígia Mara Boin Menossi de; https://lattes.cnpq.br/7893136450669304; https://orcid.org/0000-0003-2047-3019; https://lattes.cnpq.br/6591874970108412; https://orcid.org/0009-0000-6282-2198
The way in which society is transformed through the different technological resources at its disposal inspires the construction of this master's research, by asking questions about women in the role of mother in digital media. The objectives we set are: to weave reflections on how the discursive construction of what it means to "be a mother" on Instagram takes place, to check whether there is a movement of (re)signification of this woman's performance when circulated on the Web, to identify the main regularities and irregularities around statements that contain definitions of “mother” both in traditional dictionaries and in posts on the social network Instagram. And, thus, we answer the following question: can the woman-mother, when symbolically portrayed and defined on the social network Instagram, be linked to a scenography of idealization and romanticization of motherhood? To this end, we will base ourselves theoretically and methodologically on the analysis of French discourse with an enunciative basis undertaken by Dominique Maingueneau (2008, 2015) in his studies regarding scenes of enunciation and we will also use as theoretical material ideas from Marie-Anne Paveau (2021) about the analysis of Web 2.0 digital discourse. Considering the functioning of digital discourse, interpreting testimony by testimony, to analyze the scenes of the statement, analyzing the encompassing scene, the generic scene and the scenography of the speeches behind each definition of the woman-mother, for this we will consider language as a matter of discursive event, producing a certain utterance. The corpus of analysis is found in profiles on the social network Instagram that try, in an ironic way, to present the meaning of what it means to “be a mother” and describe motherhood. By reading these materials, we are checking whether there is a movement of (re)signification of this role of women when circulated on the Web. The idea is not to make comparisons between posts, but rather to find a pattern of reproduction in the definitions, to understand how the digital medium defines “being a mother”. Our hypothesis is that these discourses that circulate in certain profiles solidify the image of women as multitaskers, who dedicate themselves to their family out of love and should be the sole caregiver for their children.