“As mulheres não são uma ferramenta para os homens”: (re)formulação e revozeamento em um debate em sala de aula

Abstract

This thesis aimsto describe and analyze the use of reformulation and revoicing in the realization of an activity such as a "class debate" in the context of talk-in-interaction in a classroom of a public elementary school in a municipality in the Greater Vitória area, Espírito Santo. For this purpose, the sequential analysis of talk-in-interaction data is carried out in detailed interactional contexts, following the theoretical-methodological perspective of Conversation Analysis. The research was carried out through a microetnographic research exercise in a case study, involved our participant observation and the recording of audiovisual data in a sixth-grade class of an elementary school. During nine months of participant observation at school, three classes of the Religious Education curricular component were recorded, resulting in approximately three hours of audiovisual data. In this study, a class is analyzed in detail, from segmentation and transcription, in the search for revoicing. The data analysis is divided into three sections: the first one seeks to evidence revoicing in the search for engagement; the second one observes engagement in the search for deepening, and the third one is about revoicing in the practice of summarization. It was observed that the use of revoicing is an important mechanism for the construction and joint production of knowledge when participants contribute to horizontal relationships in the classroom. In the analyzed data, the class debate adopts the theme "Violence against women" and it was possible to observe the teacher creating opportunities for students to actively participate in the event. It is concluded that, in classroom interaction, the participants can participate horizontally to achieve objectivesthat fulfill the institutional command and carry out the proposed activity collaboratively. Thus, this thesis highlights the relationship between the opportunity for student participation and the production of knowledge.