Resumo

MENTI, Alejandra Beatriz  e  ROSEMBERG, Celia Renata. The role of gestures in the construction of meaning in classroom context. Íkala [online]. 2017, vol.22, n.3, pp.455-475. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v22n03a06.

This work analyzes the role of gestures produced by teachers and students during the treatment of specific, non-familiar or infrequent vocabulary in the classroom of social science at primary school. A mixed methodology that sequentially combines a qualitative and a quantitative phase was adopted. The results of the qualitative analysis showed that both teachers and children make gestures with the purpose of broadening or reinforcing the information that they transmit verbally, covering the linguistic gap, showing shared comprehension and emphasizing aspects of their interventions. The quantitative analysis showed that the interlocutors - teachers and students- favor the use of gestures meant to broaden or reinforce the information they provide orally over other types of gestures.

Palavras-chave : communicative interaction in the classroom; gestures in the classroom; meaning construction; vocabulary; science teaching-learning; primary education; communication and pedagogy..

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