From the semantic discourse analysis to educational action - a classroom crisis map

Abstract This article aims to present the path of hybrid nature macro project - both linguistic and educational - that, for a decade, before the development of twelve Case Studies in the elementary school scenario, works with a discourse analysis model based on Frame Semantics and on Usage-based model. From the narratives of practices of students and teachers as a constitutive methodology of your corpora, this study allowed us to draw the classroom crisis map, with your causes, consequences and also your escapes, which has led not just for a consolidation of a discourse model analysis, but a new way for an education action in the Portuguese classroom and in the processes of teacher's formation.

摘要 本研究旨在呈现一项兼具语言学与教育学双重属性的大型混合研究项目的实施路径。该项目在小学情境中开展12项案例研究的十年前，便已依托框架语义学（Frame Semantics）与基于使用的模型（Usage-based model）搭建话语分析模型。本研究以师生的实践叙事作为语料库构建的核心方法论，借此绘制出课堂危机图谱，涵盖其成因、后果及应对路径。本研究不仅推动了话语分析模型的巩固与完善，更为葡萄牙语课堂教学行动与教师培养进程开辟了全新路径。