Matriz gesto-fala em sala de aula: um olhar multimodal sobre aulas de língua materna no 4º ano do ensino fundamental

Abstract

The school environment is an important space for the development of children's language skills, whether written or oral, as it allows and encourages the systematic reflection of linguistic phenomena, helping children to build their knowledge about the language. Based on this, the present study turned to the native language classes of the fourth year of Elementary School I – Early Years with the general objective of understanding how the multimodal interaction integrates the educational process and the teacher-student(s) dialogue in native language classes. As a specific objective, the research sought to: a) understand the presence of gestures in the classroom dynamics and in the activities developed; b) schematize and classify the gestural and vocal occurrences that arise in the daily life of the classroom and c) identify the help that multimodal resources offer for the establishment of the learning environment. The study is defined as a descriptive and exploratory case study, the present research was organized in three stages: 1) bibliographical research of coherent studies to the theme of the developed study; 2) collection of video and audio data from native language classes in a class of the fourth year of Elementary School I – Early Years; 3) transcription of the data collected in the ELAN softwere (Eudico Linguistic Annotator) for better visualization during the analysis process. To theoretically support this investigation, research in the field of multimodality was used (MCNEILL, 1985; MCNEILL & LEVY, 1993; MCNEILL, 2000; MCNEILL, 2006; KENDON, 2000;), mainly researches focused on gestures in learning environments ( GOLDIN-MEADOW, COOK & MITCHELL, 2009; WAKEFIELD et al., 2018), in addition to studies aimed at teaching orality (DOLZ, SCHNEUWLY & HALLER, 2004; SCHNEUWLY, 2004). The results obtained by the study demonstrated the presence of the gesture-speech matrix in the midst of classroom interactions, with the gesture taking on several functions in the teacher-student(s) interaction, as an interlocutor delimiter and auxiliary element of the oral utterance. In addition, it was observed that gestures and multimodal aspects play an important and essential role within the dynamics of the classroom genre, such as: 1) posture and behavior in the classroom environment having pre-established rules for this context and 2) the The gesture of raising the hand above the head serves as an element of organization of the dialogue in this context.