Conceptualização e ação: um retrato discente da sala de aula. Uma abordagem sociocognitiva

Abstract

The main of this study is a linguistic practice conventionalized as an oral institutional gender – the lesson. Our purpose awakes the way how the student (a) conceptualizes this scholastic scene, what are his effective practices and (c) what is the normatization idealized for this scene. For so much, our investigation deals with these actors’ speech, collected by means of a written task (questionary) in a specific scene – a public school from the interior – Minas Gerais. Because of the students saying, also their linguistic statements which are present in their speeches, we propose to investigate their role in the classroom. Our premise, sustained by sociocognivism paradigm, points out that language is a powerful instrument in the process of how people conceive, categorize and live social, cultural and interacional experiences. In analytic exercise from the speech, our theorical and fundamental support is Cognitive Linguistic, based on Lakoff”s works (1987, 1999) Process of categorization and conceptualization; Fillmore (1977; 1982a; 1982b, 2003) Semantic of frames; Tomasello’s Evolucionist Antropology (2003). Our fundamental aim is to understand an educational question, that is the necessity of an interpretation of the speech considering people’s behavior and their awakening, as speakers users of interactional linguistic with human necessities and ethics and moral values. Our conclusions affirm that although there is a contradiction between the speech and students’ reality in class, what counts is a non-naturalization of negative practices, about the conflict between students and teachers. In spite of this contradiction, it’s necessary a systematic education of the orality in class, in order to construct a ethic-citizen.