A anatomia da construção conjunta de conhecimento em uma especialização em vigilância em saúde

Abstract

Researches on how learning is socially demonstrated by interactants in talk-in-interaction contexts beyond traditional schools (i.e., teachers teach and students learn) are still scarce in Brazil. Considering the importance of this kind of research to understand how the process of learning is revealed by the participants’ actions in conversation, this study aims at analyzing and describing how a group of learners from a Health Surveillance Specialization course construct learning together. The data used is part of a larger project coordinated by Kuchenbecker and Ostermann (2017), and the audiovisual recordings come from the specialization course meetings held by Sírio-Libanês Institute of teaching and research and the Health Ministry that occurred between the months of August and December of 2017. The results indicate that knowledge collaboratively constructed by pairs is accomplished by some verbal actions, such as: problem identification, suggestions, accounts, assessments, explanations, formulations, and invitations to end the knowledge construction. Besides verbal actions, some body actions were accomplished by the learners, such as: writing the constructions on the flip chart; erasing what had been previously written; rewriting the new constructions, pointing at the flip chart, gazing at the group, gazing at the flip chart, and nodding. Thus, this research contributes to the description of the joint knowledge construction phenomenon performed by pairs in a non-conventional classroom, describing the verbal and body actions performed by learners, without any help from an expert, during problem solution searching. In addition, this investigation can contribute to the development of studies about learning within the theoretical perspective of Conversation Analysis in Brazil.