Dialogism, Argumentation and Human Development: an Approach to Teacher Professional Gestures by Means of the Self-confrontation Method
Keywords:
Dialogism, Argumentation, Human Development, Gestures, Self-confrontationAbstract
This text is focused on concrete teaching practices in teacher-student verbal interaction situations. Its objective is to present a discussion about the development process of teacher professional gestures and a detailed study of a singular gesture present in the practice of two higher education teachers, with whom we worked in cooperation. The method adopted is that of the simple and crossed self-confrontation. In order to analyze the verbal material produced in the self-confrontation sessions, we articulate the concepts of dialogism, argumentation and human development.
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Published
2013-06-28
How to Cite
Lima, A. P. de. (2013). Dialogism, Argumentation and Human Development: an Approach to Teacher Professional Gestures by Means of the Self-confrontation Method. Bakhtiniana. Revista De Estudos Do Discurso, 8(1), Port. 59–81 / Eng. 58. Retrieved from https://revistas.pucsp.br/index.php/bakhtiniana/article/view/12830
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