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dc.contributor.advisorOstermann, Ana Cristina
dc.contributor.authorSantos, Cleusa Maria Denz dospt_BR
dc.date.accessioned2015-03-05T18:10:47Z
dc.date.accessioned2022-09-22T19:06:51Z
dc.date.available2015-03-05T18:10:47Z
dc.date.available2022-09-22T19:06:51Z
dc.date.issued2006-09-19
dc.identifier.urihttps://hdl.handle.net/20.500.12032/57078
dc.description.abstractThis study aims at investigating the co-construction of identities in talk-in-interaction (BUCHOLTZ and HALL, 2003, 2005; ZIMMERMAN, 1998) as evidenced in interactions in adult literacy classrooms. In order to provide a better understanding of the setting and participants, a brief history of adult education in Brazil is presented, particularly focusing on the process of formal schooling of adult students. The concepts of literacy and language learning, which are relevant for the current investigation, are also discussed. Based on the assumption that talking is acting, the analysis of turns at talk provides for the investigation of actions by which interactants co-construct their identities. Based on the frameworks of Interactional Sociolinguistics (GUMPERZ, 1982, 2002; GOFFMAN, 1975, 1981, 1999, 2002, among others), of Conversation Analysis (SACKS, SCHEGLOFF, JEFFERSON, 1974; POMERANTZ, FEHR, 1997, among others) and of ethnographic and microethnographic methods, identities emically oriented to by participantsen
dc.description.sponsorshipNenhumapt_BR
dc.languagept_BRpt_BR
dc.publisherUniversidade do Vale do Rio do Sinospt_BR
dc.rightsopenAccesspt_BR
dc.subjectadultospt_BR
dc.subjectconversation analysisen
dc.titleIdentidades evidenciadas na fala-em-interação em aulas de alfabetização de jovens e adultospt_BR
dc.typeDissertaçãopt_BR


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