Interações sociais no cotidiano escolar e suas implicações para os processos de aprendizagem

Abstract

Investigating the social interactions on a school context is the basis for reflecting on the kinds of learning structures used on education and their implications to the knowledge construction. This research approaches specifically the teacher-student, student-student interactions, but focusing mainly the cooperative learning structure as the one that provides changes firstly in the social plan and secondly in the psychological one. These changes give not only pieces of autonomy but also better student participation, improving the social relations and the student s school productivity. It is a qualitative research and considers the constructivist sociocultural perspective as basis theory in the data interpretation process gathered from four teachers classes and the structuralized situation, based in cooperative activities, in a public high school of city of Manaus. For gathering the data, it was used the field diary to register some observations and the videography for the microgenetic analysis. The choice for this method was due to providing a better perception of details in the change processes. As results, it was perceived that the lack of planning of the activities offered by the teachers in pairs or in groups did not potentialize the cooperative learning structure, observing educative process failing. In the other hand, in the structuralized situation, the integration and participation of students helped them to construct knowledge more appropriated showing the use of non-spontaneous concepts besides more motivation to learn. It is important to mention that this only was possible because of the organization of steps of the activities with solid orientations to achieve the goals demanded by the learning process.