A perspectiva discente do frame aula

Abstract

This research integrates the macro-project “Orality, citizenship and their practices” (CNPq and FAPEMIG), organized by Prof. Dr. Neusa Salim Miranda (Post-graduation Program Linguistics- UFJF). The general purpose of the project is the investigation of the orality practices crisis in public instances of the contemporary society and its reverberation in the linguistic education at Brazilian schools. Within this investigative target, this study elects the classroom as object. We examined in the speech of the students the way how they conceive the frame Class, how they describe the practice of the two main actors of the scene, student and teacher, and how they outline the ideal lesson. The research arises as a case study that has, as investigative scenery, twenty one schools of the municipal public education system of Juiz de Fora - MG, taking the students from 6th to 9th year of the elementary school for our subjects. Mixed procedures, quantitative and qualitative are used in the data analytical approach. The central analytic intake comes from the Cognitive Sciences, especially from the studies of Cognitive Linguistics about conceptualization and categorization processes (LAKOFF and JOHNSON, 1999; LAKOFF, 1987; FAUCONNIER and TURNER, 2002; CROFT, W. and CRUSE, 2004; FILLMORE, 1977, 1979, 1982; SOLOMÃO, 1999, 2006; MIRANDA, 2002, and others) and from the theses developed by Tomasello (1999) about the cultural origin of human cognition. The frame semantics in the terms developed by Fillmore (1977, 1979, 1982) and, especially, his lexicographic project FrameNet (www.framenet.icsi.berkeley.edu) provide the main analytic category “the concept of frame” used in the search for the conception unveiling of Class, description of daily practices and the scene idealization promoted by investigated students. The analytical results show the nonnaturalization of conflicts in the classroom and the preservation of the symbolic role of this scene as means of achievement of personal emancipation, as an institutional space dedicated to contribute with our heritage of knowledge and values. The speech enunciated by the students claims, in a vigorous way, for a regulation of international models and linguistic practices in the classroom. Such findings suggest a necessary equation between the Linguistic education and the education of values as a way of confronting the “crisis in the classroom”.