Time and Space: Contact Points in Discursive Genres in the Pedagogy of Alternation

ABSTRACT In this paper, we aim to analyze how the School-Time and Community-Time are marked/represented in the genres Notebook of Reality and Monitoring Notebook, two pedagogical instruments of the Pedagogy of Alternation (PA). It is a research of qualitative-interpretative approach. The corpus is consisted of texts of six copies of the Notebook of Reality and three copies of the Monitoring Notebook, being used in the analysis the enunciative categories in the Benvenistean perspective. The study shows that these genres constitute a place of great relevance for records of activities and allow the student not only to evidence their experiences in the two spaces and formative times of PA, but also to express the reflection, the acquired knowledge, making the generalizations expected by the formation.

摘要 本研究旨在分析，在交替教育学（Pedagogy of Alternation, PA）的两种教学工具——现实笔记册（Notebook of Reality）与监控笔记册（Monitoring Notebook）这两类文体中，学校时段与社区时段是如何被标记与呈现的。本研究采用质性阐释研究方法。研究语料涵盖6份现实笔记册与3份监控笔记册的文本内容，分析过程采用本维尼斯特（Benvenistean）视角下的陈述范畴展开。研究结果表明，此类文体为活动记录提供了极具价值的载体，不仅能够让学生展现自身在交替教育学的两类空间与成长时段中的经历，还可帮助学生表达反思内容与习得知识，达成育人养成目标所期望的归纳总结。