versão impressa ISSN 0121-5051
This work presents partial results from research based on case studies, in which processes of interactivity in research cycles carried out by students and teachers in basic education in the social sciences are identified and analyzed from the point of view of socio-cultural and linguistic constructivism. One case is developed in a conventional educational scenario, with face-to-face communication, while a second case is developed in a hybrid or bimodal scenario, with face-to-face interaction as well as support from virtual fora. In the results, seven types of interactivity segments were found, the most outstanding being those of conversation (between teachers, between students and between teachers and students), which correspond to "types of communicative exchanges". In the classroom scenario, triadic dialogue exchanges predominate, which corresponded to practices guided by the teachers with student participation. The communicative exchanges of joint construction, which gradually increase during both cycles, mainly in the asynchronous virtual fora, are associated with cooperative practices between teachers and students, which facilitate individualized adjustments of the educative aids and interactive processes that favor the development of reflexive thought. In the hybrid case, the use of digital technological tools (asynchronous virtual fora) is peripheral, possibly due to a lack of teacher training to convert such technologies into amplifying aids in processes of joint construction of knowledge.
Palavras-chave : Interactivity; ICT; school knowledge; pedagogical innovation; communicative exchanges; triadic dialogue; teachers' monologue; joint construction.