{"title":"CENAS COTIDIANAS NA SALA DE AULA: QUANDO A ESTIGMATIZAÇÃO PREJUDICA O PROTAGONISMO DE PROFESSORES E ALUNOS","authors":"Deise Ferreira Viana de Castro","doi":"10.17771/pucrio.pdpe.63714","DOIUrl":null,"url":null,"abstract":": This work aims to present considerations about the teacher´s role in the classroom as a facilitator and initial protagonist in the teaching and learning processes in order to transform the student into protagonist and agent when searching for knowledge and development. In order to observe the understandings about what happens in the teacher/student interaction, we bring the theory of Exploratory Practice (ALLWRIGHT, 2006; MILLER, 2013; MILLER e CUNHA, 2019; MILLER e MORES BEZERRA, 2015, ALLWRIGHT e HANKS, 2009) as a guide for this paper, connecting it to Goffman´s theory about stigma (GOFFMAN, 2004 [1963]) and social situations (GOFFMAN, 2002 [1964]). Our focus is to discuss some daily scenes that happen in a language classroom, mor specifically, in a Portuguese classroom. This article, of a qualitative and interpretative nature, meets the contemporary theoretical positions of Applied Linguistics (MOITA LOPES, 1994 e 2006; RAJAGOPALAN","PeriodicalId":423140,"journal":{"name":"PESQUISAS EM DISCURSO PEDAGÓGICO","volume":"71 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"PESQUISAS EM DISCURSO PEDAGÓGICO","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17771/pucrio.pdpe.63714","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
: This work aims to present considerations about the teacher´s role in the classroom as a facilitator and initial protagonist in the teaching and learning processes in order to transform the student into protagonist and agent when searching for knowledge and development. In order to observe the understandings about what happens in the teacher/student interaction, we bring the theory of Exploratory Practice (ALLWRIGHT, 2006; MILLER, 2013; MILLER e CUNHA, 2019; MILLER e MORES BEZERRA, 2015, ALLWRIGHT e HANKS, 2009) as a guide for this paper, connecting it to Goffman´s theory about stigma (GOFFMAN, 2004 [1963]) and social situations (GOFFMAN, 2002 [1964]). Our focus is to discuss some daily scenes that happen in a language classroom, mor specifically, in a Portuguese classroom. This article, of a qualitative and interpretative nature, meets the contemporary theoretical positions of Applied Linguistics (MOITA LOPES, 1994 e 2006; RAJAGOPALAN
本研究旨在探讨教师在课堂上作为教学和学习过程中的引导者和初始主角的角色，从而将学生转变为寻求知识和发展的主角和主体。为了观察对师生互动中发生的事情的理解，我们引入了探索性实践理论(ALLWRIGHT, 2006;米勒,2013;MILLER CUNHA, 2019;MILLER e MORES BEZERRA, 2015, ALLWRIGHT e HANKS, 2009)作为本文的指导，并将其与Goffman关于耻辱感(Goffman, 2004[1963])和社会情境(Goffman, 2002[1964])的理论联系起来。我们的重点是讨论语言课堂上的一些日常场景，更具体地说，是在葡萄牙语课堂上。本文具有定性和解释性，符合当代应用语言学的理论立场(MOITA LOPES, 1994 e 2006;RAJAGOPALAN
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