O reparo visual em um curso de contação de histórias em Português como Língua Adicional / Visual Repair in a Storytelling Course of Portuguese as an Additional Language

Yihui Chen; Ricardo Moutinho

doi:10.17851/2237-2083.31.3.1485-1529

O reparo visual em um curso de contação de histórias em Português como Língua Adicional / Visual Repair in a Storytelling Course of Portuguese as an Additional Language

Yihui Chen, Ricardo Moutinho

Abstract

Resumo: Neste estudo, explorarmos como os participantes de um curso de contação de histórias em Português Língua Adicional (PLA) utilizam práticas de reparo (i.e. apontam e resolvem eventuais problemas na produção e no entendimento das locuções para garantir a intersubjetividade) em sala de aula. Buscamos refletir sobre três questões: 1) como os participantes utilizam o reparo visual (i.e. o uso sequencial e coordenado de gestos e outras ações corporificadas para solucionar dificuldades na interação) como recurso para a manutenção da intersubjetividade nas aulas observadas?; 2) qual é a relação entre as condutas verbais e não-verbais na organização do reparo durante as atividades do curso em questão?; 3) com base nos dados deste estudo e de outros já publicados na área, qual é a peculiaridade da organização de reparo na sala de aula observada em relação à organização do reparo produzida em salas de aula configuradas de maneira tradicional (com alunos sentados um atrás do outro em fileiras)? Os resultados apontam para o uso do reparo visual como um método prático (i.e. método comum e rotineiro) utilizado por professora e alunas nas atividades pedagógicas observadas.

Abstract: This paper explores how participants in a storytelling course of Portuguese as an Additional Language use repair practices (i.e. identify and solve eventual problems in the production and comprehension of utterances in order to maintain the intersubjectivity) during the lessons. We focus on three main questions: 1) how do participants use visual repair (i.e., the sequentially coordenated use of gestures and other embodied practices in order to solve interactional issues) resources to maintain the intersubjectivity in the classes observed?; 2) what is the relationship between verbal and non-verbal conducts in the organisation of repair during the activities carried out in the abovementioned course?; 3) based on data from this and other studies in the field, what is the particularity of the organisation of repair in the classroom we observed when compared to the repair conducts produced in classrooms organised in the traditional way (with seats arranged behind each other forming rows)? The results of this study point to the use of visual repair as a practical method (i.e. common and taken-for-granted method) used by teacher and students in the pedagogical activities observed.

Keywords

reparo visual; intersubjetividade; contação de histórias, PLA análise da conversa; visual repair; intersubjectivity; storytelling; Portuguese as an additional language; conversation analysis.

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DOI: http://dx.doi.org/10.17851/2237-2083.31.3.1485-1529