Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narration
<p>This study investigates the construction of understanding during the decision making process in a pedagogical meeting in the school context. The research approach is qualitative, based on the construction of intersubjectivity according to Conversation Analysis of ethnomethodological nature...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
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Universidade do Vale do Rio dos Sinos (UNISINOS)
2017-10-01
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| Series: | Calidoscópio |
| Online Access: | http://revistas.unisinos.br/index.php/calidoscopio/article/view/12805 |
| _version_ | 1818385807873933312 |
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| author | Célia Elisa Alves de Magalhães Maria das Graças Dias Pereira |
| author_facet | Célia Elisa Alves de Magalhães Maria das Graças Dias Pereira |
| author_sort | Célia Elisa Alves de Magalhães |
| collection | DOAJ |
| description | <p>This study investigates the construction of understanding during the decision making process in a pedagogical meeting in the school context. The research approach is qualitative, based on the construction of intersubjectivity according to Conversation Analysis of ethnomethodological nature and on narrative analysis of interactional and sequential kind, in interface with the theory of positioning. The data, generated by audio recording and transcribed as stated by Conversation Analysis conventions, are segments of an English teachers’ meeting held at a private school in Rio de Janeiro. The narratives constitute the teachers’ discourse practice that emerges in face-to-face interaction as talk ‘at’ and ‘about’ work. The aim of the meeting is to discuss the standardization of scores in English mock tests in order to recommend that students sit international exams of proficiency in the target language. In the research context, results indicate that teachers resort to the narrativization of experiences from their professional practice to construct understanding and sustain intersubjectivity in the interaction. Data suggest that the search for mutual understanding in face-to-face interaction points to the construction of intersubjectivity on two discourse levels: the interactional conarration and the embedded narratives.</p><p><strong>Keywords: </strong>pedagogical meeting, narrative, positioning, intersubjectivity.</p> |
| first_indexed | 2024-12-14T03:44:02Z |
| format | Article |
| id | doaj.art-4dcf6aeb278d41aab3afd245da7507fd |
| institution | Directory Open Access Journal |
| issn | 2177-6202 |
| language | Portuguese |
| last_indexed | 2024-12-14T03:44:02Z |
| publishDate | 2017-10-01 |
| publisher | Universidade do Vale do Rio dos Sinos (UNISINOS) |
| record_format | Article |
| series | Calidoscópio |
| spelling | doaj.art-4dcf6aeb278d41aab3afd245da7507fd2022-12-21T23:18:25ZporUniversidade do Vale do Rio dos Sinos (UNISINOS)Calidoscópio2177-62022017-10-0115225426810.4013/cld.2017.152.045606Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narrationCélia Elisa Alves de Magalhães0Maria das Graças Dias Pereira1Pontifícia Universidade Católica do Rio de JaneiroPontifícia Universidade Católica do Rio de Janeiro<p>This study investigates the construction of understanding during the decision making process in a pedagogical meeting in the school context. The research approach is qualitative, based on the construction of intersubjectivity according to Conversation Analysis of ethnomethodological nature and on narrative analysis of interactional and sequential kind, in interface with the theory of positioning. The data, generated by audio recording and transcribed as stated by Conversation Analysis conventions, are segments of an English teachers’ meeting held at a private school in Rio de Janeiro. The narratives constitute the teachers’ discourse practice that emerges in face-to-face interaction as talk ‘at’ and ‘about’ work. The aim of the meeting is to discuss the standardization of scores in English mock tests in order to recommend that students sit international exams of proficiency in the target language. In the research context, results indicate that teachers resort to the narrativization of experiences from their professional practice to construct understanding and sustain intersubjectivity in the interaction. Data suggest that the search for mutual understanding in face-to-face interaction points to the construction of intersubjectivity on two discourse levels: the interactional conarration and the embedded narratives.</p><p><strong>Keywords: </strong>pedagogical meeting, narrative, positioning, intersubjectivity.</p>http://revistas.unisinos.br/index.php/calidoscopio/article/view/12805 |
| spellingShingle | Célia Elisa Alves de Magalhães Maria das Graças Dias Pereira Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narration Calidoscópio |
| title | Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narration |
| title_full | Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narration |
| title_fullStr | Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narration |
| title_full_unstemmed | Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narration |
| title_short | Construction of understandings in the pedagogical meeting: Positioning and intersubjectivity in co-narration |
| title_sort | construction of understandings in the pedagogical meeting positioning and intersubjectivity in co narration |
| url | http://revistas.unisinos.br/index.php/calidoscopio/article/view/12805 |
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