A interação conversacional na sala de aula: o que "dizem" as mãos do professor?

Abstract

The classroom is an environment in which the communication between teacher and student becomes fundamental, because through language, information is conveyed and interpersonal contacts are established. In this sense, the present research brings a reflection on nonverbal communication, interrelated to speech, carried out by the gestures of the teacher in the middle school classroom, starting from the hypothesis that nonverbal communication is one of the indispensable elements in the interaction with face, although still unknown by many teachers, and can become a very useful tool in the teacher's daily life. Following these assumptions, the research has its origin in the following problematic: in what way do illustrative baton gestures of the teacher, semantically associated with speech, influence the conversational interaction between teacher and student? To answer this question, this research was developed through a qualitative approach of ethnographic nature, with the objective of investigating the presence of illustrative manual baton gestures in the interaction between teacher and student. In order to verify this situation, a research was carried out at the Federal Institute of Paraíba (IFPB), Cajazeiras-PB campus, with a 2nd year middle class integrated to the Electromechanical Technician. As instruments for the collection of information, we opted for the participant observation through which the data was collected through filming with audio and video record of the teacher in the classroom. Then the data were analyzed and selected in photographs for the identification of the gestures. As a theoretical reference, this research was based on studies by Lyons (1987), Martino (2010) and Perles (2007), on Communication Theory; Rector and Thirty (1985, 1999), Davis (1979), Goman, (2001), Cohen (2009) and Guiroud (2001) on Nonverbal Communication; Kebrat-Oerecchioni (2010) and Marcuschi (1986), on the Analysis of the Conversation; Alves (2008), Morin (2002) and Aranha (2006), regarding teacher training; Netto (2008) and Severino (2007), referring to the Methodology of scientific work; André (1995) and Angrosino (2009), with regard to ethnographic research. For the recording and analysis of illustrative baton gestures, the corpus was dismembered in Interactive Moments, taken as units of analysis, providing a more detailed observation of the gestural situations. As a result of the observations and analysis of the data, through the triangulation between the gestural component, the verbal component and the gesture-related message were detected, which the illustrative baton gestures participate in the conversation and assist in the construction of meanings, performing movements with meaning. In this way, the relevance of the teacher's clarification about the body language itself in the classroom was perceived. It is hoped that this research may serve as a stimulus to the discussion on the subject in the sense of applying it to teacher training, contributing to expand the possibilities and the pedagogical resources in the classroom. For this, an illustrated guide was developed on nonverbal communication, providing basic information to the teacher about nonverbal communication, clarifying about the main scientific foundations and their applications, associating such knowledge with the practice of the teacher in the classroom.