Artistic signs contribution to the sustentability of the dialogic discourse strategy of authority in the classroom
DOI:
https://doi.org/10.22600/1518-8795.ienci2016v21n1p31Keywords:
aesthetics function, artistic signals, semiotic, discourse, science education.Abstract
The present study originated from a discourse approach identified as dialogic of authority and originally developed to raise students’ different understandings as well as to establish a process of consensual negotiation between students and teacher, in order to converge the students’ thoughts with scientific knowledge. Within this discourse proposal, however, the literature has emphasized the difficulty for the educator to maintain the dialogic discourse, thus unbalancing the desired discourse dynamics, by reverting it, predominantly and habitually, to an authoritarian discourse. Therefore, the objective of the present study is to propose a connection of the artistic signs potentiality in allowing interpretation possibilities by the aesthetics function they carry, during an educational process based on the dialogic discourse of authority in the classroom, through denotation and connotation, involving the theme “environmental protection”. So, based on the objective of this study to investigate the use of these signs within this context, by establishing an alternation between the discursive genres mentioned, the results indicate discourse tensions with fruitful cognitive interactions among the students, through their active participation in the joint construction of the referred knowledge.References
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