A Concepção de linguagem sociointeracionista e o processo ensino- aprendizagem: uma análise comparativa entre turmas de Ensino Médio em Zé Doca - MA

Abstract

Language is a central and dynamic element in the social environment, and its understanding is essential for effective development of pedagogical practices. Accordingly, this study treats the importance of the socio-interactionist conception of language in the teaching-learning process, intending to propose didactic practices based on this approach for high school students. To this end, an investigation was performed in two high school classes to conduct a comparative analysis of how teachers understand and apply this conception in their practices. The theoretical foundation of the study is supported by the valuable contributions of authors such as Vygotsky (2000, 2001), Bakhtin (2011), Bakhtin/Volochinov (2006/1929), Travaglia (1997), Geraldi (2011), Koch (2008, 2013), with regards to the socio-interactionist conception of language, as well as Bronckart (2006), in relation to sociodiscursive interactionism. The research also emphasizes the relevance of exploring different textual/discursive genres in the teaching of the first language, as a way to enable students to develop the skills and competencies necessary for social engagement. The methodology used includes descriptive research, in terms of objectives, and action research, in terms of procedures, with a qualitative approach involving classroom observation, application of questionnaires, and a didactic sequence exploring the textual genre of chronicles. The results demonstrate how the socio-interactionist conception significantly contributes to the linguistic and communicative development of students, empowering them to become critical and aware citizens. The work with the didactic sequence revealed that students developed a deeper and more diversified understanding of the objects of study, in addition to fostering empathy and respect for different social experiences, highlighting pedagogical practices based on this approach are essential for a more inclusive and participative education, where students play an active role in the construction of knowledge, enhancing crucial social and emotional skills for their growth as citizens