MESSAGES FROM PEDAGOGICAL PRACTICE IN TEXTS OF EDUCATIVE CURRICULUM MATERIALS: AN ANALYSIS FROM THE INTERACTIONAL DIMENSION

Authors

  • REINALDO FEIO LIMA Universidade Federal da Bahia, Salvador, BA, Brasil
  • ANDRÉIA MARIA PEREIRA DE OLIVEIRA Universidade Federal da Bahia, Salvador, BA, Brasil

Keywords:

Messages, text, educative curriculum materials

Abstract

The aim of this paper was to identify and characterize the variations in the message that
occur in the interactional dimension, regarding the school pedagogical practice represented in the texts
of the educative curriculum materials. We used the qualitative method and document analysis as a
procedure. Basil Bernstein’s theory was the theoretical-methodological framework, in particular, we used
the concept of framing in the study. The results indicated that the geometry and algebra contents are
noticeable, regarding what to teach and to how to teach, the reproductive sequential use of the mathematical task.
Also based on the results, we identified that the message in texts of educative curriculum materials characterizes a strong control of the teacher in relation to the discursive rules, selection, sequencing,
rhythm and evaluation criteria. There was a variation in control intensity, when teachers and students
shared the resolution of the mathematical task. In addition, the teacher provided open communication
and greater engagement to students during the teaching and learning processes. 

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Published

2021-12-03

How to Cite

FEIO LIMA, R., & PEREIRA DE OLIVEIRA, A. M. (2021). MESSAGES FROM PEDAGOGICAL PRACTICE IN TEXTS OF EDUCATIVE CURRICULUM MATERIALS: AN ANALYSIS FROM THE INTERACTIONAL DIMENSION. Educação Em Revista, 37(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/37405

Issue

Vol. 37 No. 1 (2021): Vol. 37 (2021)

Section

Artigos

License

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