Resumo

HERAS, Ana Inés; GUERRERO, Waldo Ernesto  e  MARTINEZ, Raúl Alejandro. Las aulas escolares como zonas ambiguas: micro-análisis interaccional sobre percepciones de sí y del otro. Perfiles educativos [online]. 2005, vol.27, n.109-110, pp.53-83. ISSN 0185-2698.

The authors present in this article a study about the classroom interactions in general basic education institutions. The analyzed data come from the work as observing participants with teachers of a public Argentinian school, with as purpose to show the perceptions that people who share the same school space have of themselves and of the other. The overall purpose was tho study the daily ways in which identity is built within the school context, starting from a combined microethnographic and interactional sociolinguistic approach. The analysis demonstrates that within schools a lot of identity building interaction are developed, which have as special feature to be interwoven in very fast, and even simultaneous, space and time sequences. This complex and fast characteristic have led us to typify the school space as full of "ambiguous zones".

Palavras-chave : Microethnography ; Interactional sociolinguistics ; Perception of oneself and of the other ; Classroom culture ; Identity.

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