Análise dos padrões discursivos em uma disciplina do curso de licenciatura em química

Abstract

This paper presents results of a research and investigates the discursive patterns in the General Chemistry course, offered in the first year of the degree course in chemistry of a public university in the state of Paraná. A sequence of lessons were observed and content discussed in this paper is the ratio of the atomic parameters on the physical properties of metals. The lessons were videotaped and transcribed and selected four teaching episodes. The analysis instrument used was proposed by Mortimer and Scott (2002) and comprises aspects of the interaction of the teacher, content, communicative approach, patterns of interactions and interventions of the teacher. The results indicate that the most frequent communicative approach is the interactive and dialogic interaction pattern is the IRA (teacher initiation, student response, and teacher evaluation) and IRPR (teacher initiation, student response, teacher talk to the student continues and student response). After the analysis, it was possible to trace a discursive pattern in class, which is paramount in the dialogue to construct knowledge and meaning thereof in other contexts. Furthermore, dialogued classes provide subsidies to initial teacher training.