Discursive Interactions Research Articles

The rhetoric of inaction: failing to fail forward in the EU’s rule of law crisis

ABSTRACT In the EU, political crises often serve as catalysts for policymaking and ‘failing forward’. Yet as a breakdown of the rule of law has swept some member states, EU institutions have repeatedly failed to react. We argue that this outcome is partly tied to how political elites strategically mobilize rhetoric to legitimate stasis during crises. Building on theories of rhetorical action and discursive institutionalism, we rectify their bias for change and draw on Albert Hirschman’s work to theorize ‘rhetorics of inaction’: A coordinative discourse wielded by national and supranational actors to reconcile divergent preferences and justify stasis by appealing to the very policies and values threatened by crisis. We specify the conditions under which rhetorics of inaction are most likely to pervade EU policymaking and illustrate the theory’s explanatory purchase in a case study of the EU’s (non-)responses to the constitutional breakdowns of Hungary and Poland. By tracing the discursive interactions between EU and government policymakers, we demonstrate that populist and partisan affronts on the EU conceal far more sophisticated and obstructive argumentative strategies behind-the-scenes. We conclude that rhetorical politics are central to understanding the EU’s failure to respond to crises and elaborate avenues for future research.

NIGERIA: FACE ACTS IN ALTERNATIVE DISPUTE RESOLUTION TELEVISION PROGRAM. THE CASE OF IGBIMO IPETU

The concept of alternative dispute resolution (ADR) has largely been under explored from the linguistic lens, particularly in the Nigerian context. This study thus provides a scholarly intervention in this regard. Drawing insights from Brown and Levinson’s face theory, four randomly sampled recordings of Ìgbìmo Ìpètù, an alternative dispute resolution television programme on the Ekiti State Television (EKTV) in southwestern Nigeria was analysed in this study. Focus was placed on the face acts as well as their pragmatic functions in the programme. Findings revealed that bald on-record face-threatening acts (FTA), bald off-record FTA and positive face acts characterized the discursive interaction of participants on the programme. While bald onrecord and off-record FTAs were deployed by the panel to criticize and condemn actions considered unsavory on the part of complainants and the accused, complainants and accused persons deployed on-record FTAs to protest/redress the panel’s decisions found unacceptable. The panel used positive face acts as a general principle in the interaction, particularly with cooperative accused persons, while accused persons deployed positive face acts to negotiate the discursive interaction and for face-damage repair. Keywords: Alternative dispute resolution, dispute and media, face acts.

Лингвокогнитивный анализ конвергентного пространства конструкта угрозы

The article is devoted to the communicative construct of threat as a cognitive tool, basis or method of interpretation helping a speaker to evaluate threat statements which are capable form different effects on interlocutors’ emotional state and form their feelings of certain intensity. The communicative threat construct makes it possible to determine the limological parameters of the semantic space of verbal threat in the context of interlocutors’ social interaction and fix in this space the meaningful elements that form the idea of verbal threat in cognitive agents’ mental space.The study shows that the communicative construct of threat includes a number of statements in a form of language social practices realized in the process of discursive interaction and associated with a change of addressee’s emotional state in the content continuum from disposition “comfortable state” to disposition “uncomfortable state”. The set of speaker’s and listener’s possible dispositions of the emotional state forms the functional and semantic space of verbal threat making it possible to assert that almost any utterance with the meaning of threat is one of the I-speaker’s and I-listener’s possible dispositions on the content continuum of menasive construct, while a menasive construct is a set of I-speaker’s and I-listener’s possible dispositions of emotional states. The use of a communicative construct of threat opens up possibilities for interpreting the effect ofthreats, and the results of this study can be used to predict the pragmatic effect of threats on a single or mass addressee. Considering of verbal manifestations of threat as a communicative construct makes it possible to evaluate not only the intense depth of the pragmatic effect of threats in social interaction, but also to interpret the directions of this effect within the framework of a typical threat scenario.

Entrepreneurial learning in online communities

New digital technologies possess the potential to transform entrepreneurial processes, such as how entrepreneurs pursue opportunities and access funding and how they learn. How entrepreneurs learn may be transformed as digital technologies provide new spaces for learning, such as online communities. Online communities can gather thousands of participants and provide entrepreneurs with new opportunities for learning that are not limited by time, space, or social class. Yet, we know little about how entrepreneurs take advantage of the new digital opportunities of learning. To remedy this, we studied a large online community of entrepreneurs on Reddit (r/startups), where we qualitatively analyzed the top-voted 100 threads from 2018 to 2019 (10,277 comments in total). By drawing on coactive vicarious learning, a theory that describes how learning is socially constructed through discursive interactions, we outline how entrepreneurial learning is socially constructed through conversations, which are taking place in different micro-learning contexts. Through identifying distinct entrepreneurial learning conversations, we build new theory on entrepreneurial learning in online communities. Our theorizing contributes to (1) the growing research on how entrepreneurial learning is socially constructed in communities, (2) the current debate on knowledge creation in online communities, and (3) the knowledge on how coactive vicarious learning unfolds in communities.Plain English SummaryWhen entrepreneurs go online to learn, new research shows how online communities provide entrepreneurs with diverse learning spaces for developing ideas, learning new skills, and coping with the uncertainties of being an entrepreneur. Entrepreneurs increasingly use social media for doing business, but can they also use it to learn about doing business? In this article, we investigate this question by studying an online community of entrepreneurs on Reddit called r/startups, in which entrepreneurs exchange experiences and help each other with questions and issues. We show that entrepreneurial learning is taking place in five forms of learning conversations, which are situated in four learning contexts that differ from each other, from a classroom with a student–teacher dynamic, a collab space where entrepreneurs collect ideas and develop new skills and knowledge, a club context in which they challenge each other, and a care context in which they can bring their fears and uncertainties. Our findings show how entrepreneurship practitioners can make use of online communities, encouraging teaching and policy to pay more attention to how entrepreneurs work digitally.

Soru Sorma Stratejileri Farkındalığı Ölçeği’nin Psikometrik Özelliklerinin Belirlenmesi: Geçerlik ve Güvenirlik Çalışması

The purpose of the present study was to develop the question asking strategies awareness scale (QASAS) and to describe the psychometric properties of the scale. The justification for the current study was the lack of a measurement tool in the national context that explores the teachers’ in-class questioning practices during instructional activities in-depth and supported by a discursively-oriented theoretical background. Data gathering process was conducted by reaching 664 teachers from diverse teaching branches to develop the QASAS. The validity and reliability processes of the QASAS were completed by operating exploratory and confirmatory factor analysis in addition to calculating the Cronbach Alpha coefficient. The items of the QASAS were gathered around seven factors that are labelled as “MonitoringCritiquing-Eliciting”, “Challenging-Conceptual Change-Evidencing”, “Epistemic Authority & Prior Knowledge”, “Clarification-Conceptual Consistency”, “Open-ended & Close-ended”, “Selecting-eliminating through Follow-up Questions”, “Evaluating & Knowledge providing.” It is deduced that the factors of QASAS can measure teachers’ awareness regarding both learner-centred and teacher-centred discursive interactions. The QASAS may serve as a checklist for qualitative studies, in addition to being administrated as a data collection tool for large-scale surveying studies. QASAS is also a guide in determining the shortcomings of teachers’ professional development as well as designing and implementing pedagogically-oriented developmental activities.

Discursive Interactions Between Museum Educators and Students: A Case Study in a Science Museum Based on the Contributions of Bakhtin and the Circle

This paper investigated the interactions between the museum educator and a class from a public school during a visit to a science museum in the state of São Paulo. The concept of dialogism, proposed by Bakhtin and the Circle, is used as a theoretical reference for analysis. The methodology adopted was the case study. The data were collected in audio and video; the excerpts were selected and transcribed for analysis. In both parts analyzed, the dialogue was centered on and conducted by the museum educators and their knowledge, instead of the students, and there were difficulties in establishing a communication that considered different interpretations of the objects. The results indicate the recurrence of two types of interaction: discourses with the shift of speakers controlled by the museum educator and discourses that silence students, both classified as monologic. In this sense, there are still challenges to be explored in future studies and practices of initial and continued professional qualification of these educators.

Congolese women speak: languaging, translanguaging and discursive cross-culturing as resources for empowerment

ABSTRACT This article presents a writing project undertaken by the author with a small group of French-speaking Congolese women asylum seekers in Manchester, UK. The women wrote stories and poems about their country of origin; a multilingual booklet of their writings was published; and the women did a public performance of their writings. The article studies the project through the prism of languaging (in particular the relationship of discursive interactions with the environment), translanguaging (the use of multiple languages), and discursive cross-culturing (cultural comparisons taking place during interactions). It is found that these three discursive processes served to enhance well-being and empowerment of the women.

Climate change perception among Spanish undergraduates. A reception study on the combination of the local, global, gain and loss frames

Climate change attitudes and perceptions vary significantly among countries and cultures through a host of factors. Within media content about climate change, framing is one of the most relevant elements. This research interrogated how framing combinations across local-global and gain-loss frames influence attitudes and perceptions about climate change. We examined varying framing approaches through case-study experimentation with university students in Spain (N = 120). Students viewed one of four videos, each one based on a different combination of frames before answering a set of survey questions, with the aim of testing (i) how do the combinations of the local-global and the gain-loss frames affect the perception of the seriousness of climate change and (ii) how do combinations of the four frames affect support for action to address climate change. Results indicate that the participants scored similar values, regarding the seriousness of climate change and the need to take action, regardless of the video they watched. This means that interaction effects and other contextual factors (e.g., previous environmental concerns) may limit efficacy of deliberately introduced frames more than previously considered. These findings help to further deepen and nuance possible explanations for wider discursive interactions that comprise our attitudes and perceptions of climate change.

Understanding Genres in Comics by Nicolas Labarre

Reviewed by: Understanding Genres in Comics by Nicolas Labarre Justin Wigard (bio) Nicolas Labarre. Understanding Genres in Comics. Palgrave Pivot, 2020. 157 pp, $59.99. Understanding Genres in Comics by Nicolas Labarre is a concise, theory-driven book offering a “socio-discursive approach” to, well, understanding genres in comics (1). It addresses what Labarre sees as a gap in comics studies—that comics genres are often utilized, deployed, and visible in the field, but ultimately, undertheorized. More specifically, Labarre focuses on the limitations inherent in common text-centric models of understanding comics genres, and instead suggests paying attention to social discourses embedded within, surrounding, and between comics. In this way, Labarre offers a model that focuses on social discourses surrounding comics, but also pays particular attention to genres’ uses within particular “cultural and industrial” contexts: what genres signify, what they offer to readers, producers, and critics, and why they matter in an increasingly genre-flooded field (2). In situating his work among other genre theorists and frameworks within1 and without2 comics studies, Labarre aligns his model most with Bart Beaty’s “comics world” approach to comics, focusing not just on the texts, but on their various connections, broadly conceived (11). However, Labarre is also deeply concerned with theoretical models— including his own—requiring and meeting a domain of validity: that these theories should be observed in practice and extrapolated to demonstrate future applications. Each chapter is structured similarly: a concise abstract, a different framework for understanding genres in comics, a case study of one particular genre of comics, and a summative conclusion. These case studies are how Labarre presents his domain of validity. This series of eight increasingly layered case studies demonstrates a different aspect of how genre manifests and is deployed, with each case study tackling a distinct genre: science fiction; funny animal; horror; crossovers; publishing imprints as genres; superheroes; digital amateur comics; and what Labarre terms “personal” or “private” genres. Alongside this, Labarre uses this broad and comprehensive approach to address serial comic books, graphic novels, newspaper cartoons, webcomics, franchise crossovers, and author-controlled comics properties (e.g., Mike Mignola’s “Mignolaverse”). This structure lends an ease to conceptualizing and working through Labarre’s theoretical intervention, creating a scaffolded effect with each successive approach to genres adding more depth to the reading at hand. Thus, Understanding Genres in Comics maps out an almost constellatory approach to understanding genres in comics through the social discourses they participate in, connecting inflection points of audience reception, comics peritexts and paratexts, publishing institutions, comics producers, historicization, economic practices, and semiotics. Perhaps the clearest example of the book’s construction and its theory’s stakes can be found in Chapter 4, “How Genres Emerge: Horror Comics.” To be clear, this is not an historical tracing of horror comics, but rather, an accounting of where and how genre classifications can be seen codifying through social discourses and peri/paratextual elements. In this case study, Labarre focuses on the consolidation of horror and weird comics into comics series like Yellowjacket Comics and Adventures Into the Unknown, and at the same [End Page 340] time, zeroes in on the paratextual elements of the comics anthology as signifiers of the horror genre: the relationship between the “host” introduction to the horror comic and the reader, fan letters which map out many of the horror trappings that affected them and editorial responses, and so on (52). Alongside this, Labarre looks to the oft-cited 1954 Senate hearings as yet another space where the horror genre in comics became more solid and visible, particularly through witness testimonials and intermedial language in the committee’s interim report which make distinctions between weird comics and horror comics. In this way, Labarre’s case study lays bare the connective tissue between “textual production on the one end and public discourses on the other,” and how this discursive interaction can lead to formulating genres (59). Each chapter, then, provides a new (or scaffolded) socio-discursive approach to understanding genre, applies it to a genre, and then can be extrapolated to approach other genres in comics. These smaller case studies are engrossing, roughly between twelve and twenty pages each, providing digestible engagements...

Modern English advertisements of toothpaste: rhetoric perspective

This article focuses on toothpaste advertisements in English online discourse. The article analyses modern English Internet texts advertising toothpaste from the standpoint of rhetoric and systemic hierarchy of needs. The paper provides comparative analysis of words and phrases in toothpaste advertising texts that appeal to different human needs as identified by Abraham Maslow: physiological, safety, belongingness and love, need, reputation and self-actualization need. The paper considers advertising discourse as a commercially oriented activity of creating positive and attractive images of objects and activities (services) that potentially provide income for their producer / provider. Advertising discourse involves a promoter and a recipient, as well as the process and result of their discursive interaction through respective texts. Advertising discourse provides sets of signals that impact potential consumers at the level of consciousness and/or sub-consciousness thus encouraging them to buy the advertised product. The paper focuses on the slogans used in the advertisements of toothpaste. A slogan as a short independent advertising message can be both used within a specific advertising construal and operate separately from other advertising products and represent the condensed content of the whole advertising campaign. The paper analyses specific verbal means that inspire the feeling of trust towards the advertised products, different sorts of toothpaste in particular. The said means of influence and manipulation are interpreted through the scope of pathos, ethos and logos. Pathos can be explained as an emotional coefficient of buying behaviour, ethos focuses our attention on the credibility of data and sources, while logos can be understood as the logic of buying a particular product. Specific correlations between the said modes if informational impact are determined by causative-consecutive logic as well by primary axiomatic irrational incentives related to fundamental "mythic" mental structures.

APRENDIZAGEM COOPERATIVA E COLABORATIVA NO ENSINO DE EQUILÍBRIO QUÍMICO A CALOUROS

COOPERATIVE AND COLLABORATIVE LEARNING TO TEACH CHEMICAL EQUILIBRIUM TO FRESHMAN STUDENTS. This paper describes cooperative (jigsaw) and collaborative activities (Peer-Led Team Learning) carried out in the BSc degree in Chemistry at the São Carlos Institute of Chemistry, the University of São Paulo, Brazil. The dynamics of discursive interactions established among students in the cooperative and collaborative groups was investigated based on the Model proposed by Kumpulainen and Mutanen, by analyzing the following: functions of speech, cognitive processing and social processing. In this perspective, the influence of the level of structure of the activities was studied. The results obtained point to the possibility of adapting both types of activities in higher education chemistry courses.

Ensino de leitura em língua inglesa em perspectiva dialógica

This work aims to analyze statements of a reading activity in English Language (EL) that is part of a portfolio used for remote teaching of a 2nd year high school class at a Public State School. For this, we observed how the statements can interfere in the students’ undertanding and we verified the presence of factors that facilitate the discursive interaction. Therefore, it is based on the on the theoretical assumptions of the Dialogical Discourse Analysis of the Bakhtin Circle (2000 [1992]); Santos (2013); Volóchinov (2018); Xavier (2020), beyond the Lino de Araújo (2017) when dealing with statements of school activities and tasks. Methodologically, this research is classified as documental and has a qualitative and interpretive approach. The results show that the statements of some analized tasks present vagueness that may reflect on the students’ understanding. In general, the reading activity is aimed to text understandind and lexicon learning, however the activity presents factors that can contribute to the reading teaching on the discussive interaction perspective. This finding leads to reflect about the possible enlargement of the activity, aiming to promote a dialogic reading teach of EL.

The Rhetoric of Inaction: Failing to Fail Forward in the EU’s Rule of Law Crisis

In the EU, political crises often serve as catalysts for policymaking and ‘failing forward’. Yet as a breakdown of the rule of law has swept some member states, EU institutions have repeatedly failed to react. We argue that this outcome is partly tied to how political elites strategically mobilize rhetoric to legitimate stasis during crises. Building on theories of rhetorical action and discursive institutionalism, we rectify their bias for change and draw on Albert Hirschman’s work to theorize ‘rhetorics of inaction’: A coordinative discourse wielded by national and supranational actors to reconcile divergent preferences and justify stasis by appealing to the very policies and values threatened by crisis. We specify the conditions under which rhetorics of inaction are most likely to pervade EU policymaking and illustrate the theory’s explanatory purchase in a case study of the EU’s (non-)responses to the constitutional breakdowns of Hungary and Poland. By tracing the discursive interactions between EU and government policymakers, we demonstrate that populist and partisan affronts on the EU conceal far more sophisticated and obstructive argumentative strategies behind-the-scenes. We conclude that rhetorical politics are central to understanding the EU’s failure to respond to crises and elaborate avenues for future research.

UM MODELO MULTIDISCIPLINAR PARA A ANÁLISE DO DISCURSO EM AULAS DE QUÍMICA

Este artigo apresenta um modelo de análise multidisciplinar para investigar as interações discursivas em aulas de Química. Utilizamos a teoria sociolinguística de Basil Bernstein, cujos conceitos permitem relacionar os microcontextos das interações em sala de aula com o contexto social mais amplo; os tipos de iniciação propostos por Hugh Mehan a partir da etnografia interacional; e a noção de abordagem comunicativa de Mortimer e Scott, que propicia caracterizar os gêneros do discurso de sala de aula. A união dessas diferentes perspectivas teóricas constitui o nosso modelo multidisciplinar, no qual relacionamos a análise dos graus de enquadramento e de classificação com os tipos de iniciação e de abordagem comunicativa, para explorar a interseção entre as dimensões interacional e epistêmica do discurso. Empregamos o modelo no estudo exploratório de práticas pedagógicas de quatro professores de Química, que ensinam em diferentes escolas. Por meio dessa análise e de seus resultados, pudemos caracterizar as relações existentes entre as distintas dimensões do discurso pedagógico do conhecimento químico, que sugerem que tanto a abordagem comunicativa quanto os tipos de iniciação são orientados pelo grau de classificação apresentado entre os diferentes tipos de conhecimento.

Compreensão responsiva ativa e autonomia relativa do sujeito no ensino e na aprendizagem da escrita: uma análise interpretativista

Dentro da área reflexiva e transdisciplinar da Linguística Aplicada (LEFFA, 2001; MOITA LOPES, 2006), este trabalho propõe uma reflexão acerca da compreensão responsiva ativa e da autonomia relativa de alunos inseridos num contexto de ensino e aprendizagem da escrita em língua portuguesa sob a ótica interpretativista. Para tanto, retomamos os conceitos de dialogismo e de compreensão responsiva ativa, formulados nos escritos do chamado Círculo de Bakhtin (VOLÓCHINOV, 2017[1929]; BAKHTIN, 2006 [1979]) e autores subjacentes (SANTANA, 2019; SILVA JÚNIOR; CRUZ, 2019; ZOZZOLI, 2002, 2012), enfatizando a interação discursiva nas práticas sociais, e a noção de autonomia relativa, proposta por Zozzoli (1999, 2006). Na perspectiva qualitativa de pesquisa (ROHLING, 2014; BORTONI-RICARDO, 2008), os dados foram coletados no âmbito de uma instituição pública de ensino básico situada no interior do estado de Alagoas durante o primeiro semestre do ano de 2018. A experiência foi efetuada a partir da leitura de um texto-base, coletado na internet, e consequente momento de produção escrita de textos que versavam sobre o mesmo tema pelos alunos. A análise empreendida revelou que, entre as produções analisadas, apresentam-se graus diferentes de compreensão dos alunos, sem que nenhuma tenha configurado compreensão passiva do sujeito diante do texto-base apresentado. A pesquisa indicou, em linhas gerais, que a abordagem dialógica do professor favorece a construção da autonomia relativa do aluno leitor e produtor de textos, o que ficou evidenciado nas articulações que os sujeitos fizeram da leitura e discussão em sala com aspectos da vida social em seus textos escritos.

Ensinar e aprender ciências: processos dialeticamente mediados pelas interações em aula

Resumo: Apresentamos recorte de pesquisa-ação acerca das interações dialógicas em aulas de Ciências do 9º ano do Ensino Fundamental que foram vídeo-gravadas, transcritas e analisadas, segundo a “Teoria das Interações Discursivas” de Bakhtin, utilizando-se do conceito de enunciação como categoria analítica. O objetivo geral da pesquisa consiste em reconhecer como ocorrem as relações de mediação em sala de aula e como se dá a construção conceitual dos estudantes, imersos em processos ativos e mediados. Para este artigo, objetiva-se, especificamente, apresentar e discutir resultados parciais em termos das categorias analíticas – matematização do conteúdo e conflito entre modelos explicativos – as quais demonstraram os indícios de significação conceitual ocorridos no decurso das interações discursivas mediadas pelas diferentes formas de linguagem. Estabeleceu-se como hipótese de pesquisa que, a partir da escuta atenta às manifestações dos estudantes, imersos em processos interativos de aprender, é possível legitimá-las como mediações operativas no processo pedagógico. O caminho da investigação consistiu em identificar os fenômenos de interesse dos estudantes motivados pelos diálogos interativos ocorridos no contexto da aula, como ferramentas de mediação cognitiva e inseri-las no curso de novas interações conceituais e contextuais. Os resultados apresentados dão indícios de elaborações conceituais, pelos estudantes que ressignificam dialogicamente os fenômenos em estudo via linguagem científica, produzindo aprendizagens mediadas no ato pedagógico. Aprendizagens são percebidas em termos da evolução do perfil conceitual, em que os conhecimentos científicos, dentre outros, elaborados pelos estudantes, dialogicamente confirmam a hipótese de pesquisa. Palavras-chave: Enunciação. Conceitos científicos. Linguagem.

Alfabetização, discurso e produção de sentidos sociais: dimensões e balizas para a pesquisa e para o ensino da escrita

RESUMO Este texto apresenta parte de pesquisa recém-concluída, que delineia dimensões e balizas para o que vem sendo denominado perspectiva discursiva de alfabetização. Princípios da teoria da enunciação (Círculo de Bakhtin) e de estudos que analisam as relações entre sujeito e linguagem e o papel das interações discursivas nos processos de ensino e aprendizagem organizam a base teórico-metodológica do estudo, em que se analisam relatos escritos por cinco professoras alfabetizadoras durante 18 meses. Duas dimensões teórico-metodológicas de análise são trabalhadas: discursiva e indiciária. Mergulha-se nos modos como a prática pedagógica é movimentada em sala de aula, em busca de indícios para descrever a situação discursiva em que foram colhidos, analisá-los e interpretá-los. A pesquisa tem como horizonte compreender como podem ser concebidas metodologias de alfabetização em que o trabalho com a vida das crianças na cultura escrita se sobreponha ao trabalho tradicionalmente realizado com foco no sistema de escrita.

Uma história em quadrinhos para mobilizar as interações discursivas em uma sequência de ensino e aprendizagem de química

O artigo apresenta uma discussão acerca das contribuições da aplicação de uma História em Quadrinhos (HQ), inserida em uma sequência de ensino e aprendizagem (SEA) de Química, para as interações discursivas e o engajamento dos alunos. A SEA foi aplicada, como oficina, para 27 alunos do primeiro ano do Ensino Médio de uma escola da rede pública de ensino. Os dados escritos, bem como as aulas registradas em vídeo, foram submetidos à análise por meio de categorias dispostas na literatura. Foram focalizados, na análise, os padrões de interação, os tipos de perguntas dos alunos e o seu engajamento, considerando-os como elementos relevantes para a aprendizagem, de acordo com uma perspectiva sociocultural de educação. A pesquisa justifica-se tendo-se em vista a importância de investimentos na compreensão do potencial de recursos didáticos no ensino de Ciências que favoreçam as interações que se desenvolvem no plano social da sala de aula. Os resultados apontam que a HQ aplicada ao longo da SEA contribuiu para fomentar as discussões em torno do tema proposto, “qualidade da água”, por meio das quais foi possível verificar o engajamento dos alunos.

Peculiarities of Developing the Problem of Ukrainian Mentality by Philosophers of the Kyiv School (Social and Value Aspects)

The search for the foundations of spiritual resistance to threats and challenges of the consolidation processes in Ukraine presupposes the actualization of the problem of the Ukrainian mentality in the social and humanitarian space of the state. A modern view of the problem of the Ukrainian mentality is impossible without an idea of how this problem was solved by philosophers who worked in Ukraine which had just gained the right for its own statehood after being in the shackles of the Soviet Union. Indicative in this regard are the thoughts and ideas of philosophers of the Kyiv school, who since the 1960s had made an anthropological and personalistic “breakthrough” in domestic philosophy, and in the early 1990s began the research in the field of Ukrainian philosophy of culture, paying considerable attention, in particular, to the problem of the Ukrainian mentality. The article analyzes the peculiarities of the development of the problem of Ukrainian mentality by the philosophers of the Kyiv school I. Bychko, S. Krymskyi, M. Popovych. The emphasis is placed on the social and value aspects of the development of the problem of the Ukrainian mentality as a cordocentric worldview phenomenon (I. Bychko); as a formation of national consciousness (S. Krymskyi); as a way of thinking in culture (M. Popovych). It is underlined that the problem of the Ukrainian mentality was developed by the philosophers of the Kyiv school in the way of latent discursive interaction with the Western European philosophical thought.It is argued that identifying the heuristic potential of philosophical research of the Kyiv school philosophers in the field of Ukrainian mentality can become a solid basis and material for generalization to continue developing the problem of Ukrainian mentality through the prism of the modern socio-axiological dimension.

Ensino de Ciências nos anos iniciais do Ensino Fundamental: Prática docente dos professores da rede municipal de Uruaçu, Goiás

A pesquisa de abordagem qualitativa desenvolvida com os professores do 4º e 5º anos da Secretaria Municipal de Educação no município de Uruaçu-GO teve como objetivo analisar as Diretrizes Curriculares Nacionais (DCN) e os Parâmetros Curriculares Nacionais (PCN) do Ministério da Educação para o Ensino de Ciências e se novas tecnologias têm sido utilizadas nas aulas de Ciências na escola objeto de estudo. O trabalho investigou se a implementação das DCN tem contribuído com a prática pedagógica do professor e com o processo de ensino e aprendizagem dos alunos. A investigação se justifica pelo fato de que a formação e a prática dos professores tem sido alvo de preocupação. A pesquisa teve como fonte de coleta de dados: registros escritos (análise documental a partir de questões norteadoras); questionário estruturado e observação das aulas. O questionário destinou-se a identificar o perfil do sujeito, a formação profissional, concepção de Ciências, ações pedagógicas e uso de tecnologias. Além dos instrumentos citados, foram utilizados como notas de campo as falas orais (interações discursivas) do pesquisador com os professores participantes. As observações das aulas foram realizadas no período de maio a outubro de 2015 e possibilitaram a compreensão da prática pedagógica utilizada. Como produto final foi elaborado duas Sequências Didáticas como tema: para o 4° ano, Ciclo da vida dos seres humanos: nascer, crescer, reproduzir, envelhecer e morrer; já para o 5º ano o tema foi Saneamento Básico: água tratada. Conclui-se que os resultados deste estudo possibilitem que os professores dinamizem o ensino de Ciências e que contribuam para que os alunos tenham uma maior aprendizagem.