Abstract
Abstract This article investigated how determined linguistic actions, the speech acts, create favorable conditions for the emergence and maintenance of Zones of Proximal Development (ZPDs), therefore of cognitive actions. A geography classroom setting of sixth year elementary school was analyzed. “The relief and its agents" was the main conversational topic. Through interactional analysis and videography, we identified patterns in the categories of speech acts used in class. Some types of speech acts were used for to maintain didactic contract and others speech acts were used to clarify school contents. These patterns provide favorable conditions for emergency and maintenance of ZPDs, which were understood as symbolic space built along the discourse of participants, and that promote learning.
Highlights
This article investigated how determined linguistic actions, the speech acts, create favorable conditions for the emergence and maintenance of Zones of Proximal Development (ZPDs), of cognitive actions
This paper aims to contribute to this discussion by investigating the interface language and cognitive actions, targeting how specific language actions, speech acts, create favorable conditions for the emergence and maintenance of psychological actions, the Zones of Proximal Development
The speech acts used by the teacher were focused so that the current topic would be maintained throughout the conversation
Summary
Oliveira Pereira dos Santos1,* , Mônica de Fátima Batista Correia2 , & Henrique Jorge Simões Bezerra. In order to deepen the investigation on the creation of conditions for the emergence of ZPDs in the classroom, a pragmatic-enunciative methodological perspective of language was adopted in this study (Morato, 2000, 2002), which considers language in the relationship of signs with their users and how they produce, interpret and apply them Due to this relational character, language is seen as interaction (Koch, 1998) and the sign as a psychological instrument (Colaço, 2004). The semiotic and interactional biases of the ZPD, as well as the Speech Acts Theory, are being used in this research in order to identify linguistic actions applied in the classroom by teacher and students that allow the creation of conditions for the emergence of ZPDs. It is important to emphasize that speech acts were considered by their insertion in situational and contextual conversational sequences and not in isolated and artificial sentences, as they have been traditionally studied in Philosophy of Language (Levinson, 2007). In this way, observing them from this contextual perspective is essential, as it becomes possible to consider the conversational aspect and the exchanges and the semiotic constructions established in interaction
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