A organização da situação enunciativa de ensino como recurso pedagógico para a formação de conceitos científicos

Abstract

This study is linked to the research line "Education, languages and technology" of the Graduate Program in Education at the University of Caxias do Sul. The study is based on Lev Semenovitch Vygotsky's theory, which refers to learning and is focused on the formation of scientific concept; Émile Benveniste’s theory that makes reference to the enunciation, and Patrick Charaudeau’s theory which explain the use of the enunciative functions of the oral mode in teaching. This research presents the possible relations between the formation of the scientific concepts of Vygotsky and the modal categories of Charaudeau. The anal yzes and the reflections on the relations established in this research show that a professor in higher education can make use of the enunciative functions of Charaudeau; to organize an expository situation in teaching as an educational resource to enhance a learning focused on the formation of scientific concepts, as is proposed by Vygotsky. Those results also show study proposals for the teacher in Higher Education, such as plans for expository teaching situations, which foster the formation of scientific concepts for students to deal with the issues related to knowledge.