Abstract
RESUMO Este artigo tem por objetivo analisar relatos de experiência produzidos espontaneamente por crianças e jovens adolescentes em sala de aula de língua inglesa. Inserido na área de Linguística Aplicada, o estudo está fundamentado na perspectiva teórica sociocultural (VYGOTSKY, 1998, 2001), segundo a qual a linguagem é uma ferramenta mediadora na socioconstrução de conhecimentos, em interface com uma visão de linguagem orientada para o uso e a serviço de propósitos sociocomunicativos, como proposto pela Linguística Sistêmico-Funcional (HALLIDAY; HASAN, 1989). Nessa arquitetura teórica e com base em uma tradição qualitativa de pesquisa (DENZIN; LINCOLN, 2006), discutimos como os relatos analisados atuam na socioconstrução do conhecimento pedagógico a partir da experiência pessoal, tornando os saberes significativos e compartilhados em sala de aula. Além disso, sugerimos que a experiência de mundo colabora para a construção do conhecimento curricular e esse, em retorno, serve como suporte para a construção da experiência particular do estudante, conforme proposto por Nóbrega (2003, 2009).
Highlights
■■ ABSTRACT: The present article aims at analyzing recounts of personal experiences spontaneously produced by children and teenagers in EFL classrooms
Inspired by the potential that multiple discourses originated in the classroom have in mediating the social construction of knowledge, this article proposes the study of recounts of personal experiences in the English as a Foreign Language classroom3 for children and young teenagers.In addition to demonstrating the relationship that teachers and students develop regarding their individuality and curriculum content (NÓBREGA, 2003, 2009), such recounts are understood here as discursive manifestations of a narrative nature (MARTIN; ROSE, 2008) through which students share their personal experiences
Acting as mediators and scaffolds4 in the construction of knowledge, the recounts have the communicative purpose of reporting events involving the narrator, starting from an initial orientation in a sequence of events (MARTIN; ROSE, 2008), so that the student is able to situate her/himself and others in the classroom context
Summary
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