Interações em sala de aula de EJA: análise de enquadres e footings

Abstract

This dissertation presents a research and educational interaction imprint. The objective was to verify, in the context of the classroom for Youth and Adults (EJA), the alignments of the subjects and designs of the interaction. In other words, the aim was to analyze the interaction frame in which the institution was highlighted and the moment when there is a shift, resulting in a more personal framing. In parallel, we attempted to describe when the footings of the participants were maintained and when they mingled. The choice for the EJA modality was due to the work experience of the researcher and the need for understanding this specific learning reality. It was believed that by unraveling the dynamics of interaction of the group, one could understand the desires of the participants, and thus possibly envision strategies to improve teaching in adult education. The research methodology adopted to achieve this goal was a case study of qualitative nature. Video recordings were made of Portuguese Language classes in Phase V (corresponding to the 5th grade of elementary school) of a university hall of Juiz de Fora (MG). The recorded lectures were transcribed, and transcripts and footage were analyzed. The theoretical foundations that supported this analysis were Interactional Sociolinguistics and Conversation Analysis. The concepts used in the field of interactional sociolinguistics were the interactional frame and the footing, whereas the contribution of the other part refers to studies of speech fragments and conversational topics. The expectation during the research was to find, for this class, unmotivated subjects who lacked enough encouragement to keep the institutional frame. Thus, it was expected that the choice for more informal topics would lead, at all times, to an overlap of personal frame over an institutional one. Likewise, it was thought that the footings of the participants to be more dynamic. But analysis of the data revealed that this group of students was more interested in ensuring the success of the event class and contributed to the maintenance of a institutional frame. They also remained in their alignments (student and teacher) most of the time. The other framework was also observed, as well as changes in footings, but on a smaller scale. These cases were also demonstrated in this study. Contrary to expectations, these EJA students were willing to study and participate in an institutional interaction. This finding is satisfactory in the sense that it is probable that the sport is likely to be successful and ensure thousands of young people and adults who have not studied as children, the opportunity to access and stay in the academic medium.