Resumo

RUIZ CARRILLO, Edgardo; MENDEZ GARCIA, Verónica  e  CRUZ GONZALEZ, José Luis. Sequential discourse analysis of a nursing practice using SDIS-GSEQ: the teacher-student relationship. CPU-e. Rev. Investig. Educ [online]. 2017, n.24, pp.154-175. ISSN 1870-5308.

Discourse analysis in the classroom defines types of exchanges mediated through the relationships and interactions between teacher and students, in the form of sequences Initiation-Response-Evaluation/Feedback (IRE/F) and Question-Evaluation/Feedback (PE/F), which allow to account for various aspects of the joint construction of knowledge and its influence on learning. The objective of this research was to analyze different ways of students’ participation through IRE/F and PE/F sequences during clinical practice by SDIS-GSEQ software. 30 students from second semester, 5 practitioners from eight semester and a teacher, all of them belonging to Facultad de Estudios Superiores-Iztacala Nursing Degree, participated in the study. By analyzing speech flux we found the existence of complete and incomplete IRE/F sequences, post-expansion and QE/F sequences. It was noted that students are responsible for their knowledge and are able to acquire speech patterns from the expert to give feedback to their peers.

Palavras-chave : Discourse analysis; situated learning; knowledge; student's role; student-teacher relationship.

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