Interactions in the classroom in third year of elementary school

Abstract

The research’s object was to investigate the relations between students and between students and class teachers of the third ear of elementary school, trying to identify what types of interaction favor or not the coexistence in the school. The demand for understanding the interactions in the classroom arises from the complaint of the teachers that in the third year students already seemed to be disinterested informal knowledge, preferring to engage in conversations or jokes, even though they invested in strategies to draw attention to them. Based on the assumptions of Historical-Cultural Psychology, which conceives the medium as a source of development and interactions as produced in and by the social, we developed an intervention research as a way of approaching the investigated phenomenon. In total, 18 meetings were held with each class, all recorded in field journals and some recorded in audio. As a result, it was observed that the interactions mediated by the teachers' attempts to control children's behavior did not favor their participation in the proposed activities, but instead produced attitudes that aimed to transgress rules. On the other hand, when students perceived the involvement of the researcher and teachers in involving them, for example in their genre interests in stories and practice of storytelling, participation, and involvement with activities increased.