Publicação
Bewilderment as a pragmatic ingredient of teacher - student dialogic interactions
| dc.contributor.author | Rapanta, Chrysi | |
| dc.contributor.institution | Instituto de Filosofia da NOVA (IFILNOVA) | |
| dc.date.accessioned | 2020-03-17T23:33:59Z | |
| dc.date.available | 2020-03-17T23:33:59Z | |
| dc.date.issued | 2019 | |
| dc.description | UID/FIL/00183/2013 DL 57/2016/CP1453/CT0066 | |
| dc.description.abstract | Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more "authentic" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type of dialogue from a cognitive perspective, as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist, a socio-constructivist, and a socio-epistemological process. I then propose bewilderment, based on the philosophical concept of "critical aporia," as a necessary ingredient of pedagogical teacher-student interactions. These two elements, sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues. | en |
| dc.description.version | publishersversion | |
| dc.description.version | published | |
| dc.format.extent | 18 | |
| dc.format.extent | 309868 | |
| dc.identifier.doi | 10.5817/SP2019-4-2 | |
| dc.identifier.other | PURE: 17289077 | |
| dc.identifier.other | PURE UUID: 2304c3ff-edf7-42e5-b3ca-119c245ef95f | |
| dc.identifier.other | ORCID: /0000-0002-9424-3286/work/70926512 | |
| dc.identifier.other | Scopus: 85082805135 | |
| dc.identifier.uri | http://hdl.handle.net/10362/94472 | |
| dc.identifier.url | https://www.scopus.com/pages/publications/85082805135 | |
| dc.identifier.url | https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/2058 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UID%2FFIL%2F00183%2F2013/PT | |
| dc.relation | Nova Institute of Philosophy | |
| dc.relation | Not Available | |
| dc.subject | Critical aporia | |
| dc.subject | Bewilderment | |
| dc.subject | Pedagogical dialogue | |
| dc.title | Bewilderment as a pragmatic ingredient of teacher - student dialogic interactions | en |
| dc.type | journal article | |
| degois.publication.firstPage | 45 | |
| degois.publication.issue | 4 | |
| degois.publication.lastPage | 61 | |
| degois.publication.title | Studia Paedagogica | |
| degois.publication.volume | 24 | |
| dspace.entity.type | Publication | |
| oaire.awardNumber | UID/FIL/00183/2013 | |
| oaire.awardNumber | DL 57/2016/CP1453/CT0066 | |
| oaire.awardTitle | Nova Institute of Philosophy | |
| oaire.awardTitle | Not Available | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UID%2FFIL%2F00183%2F2013/PT | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/DL 57%2F2016/DL 57%2F2016%2FCP1453%2FCT0066/PT | |
| oaire.fundingStream | 6817 - DCRRNI ID | |
| oaire.fundingStream | DL 57/2016 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| rcaap.rights | openAccess | |
| relation.isProjectOfPublication | b6e2e8f1-0040-4dfd-a8fc-2dc1dbe8cfe8 | |
| relation.isProjectOfPublication | 97e88816-6057-4827-8763-d075be51baff | |
| relation.isProjectOfPublication.latestForDiscovery | 97e88816-6057-4827-8763-d075be51baff |
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