The contribution of the Trigger Learning Situation on the Process of Signification from a discursive genre

Abstract

The present article is a result of a master's degree research, which aimed to identify how the teaching activity’s actions’ process of signifying is made explicit through the instruction manual textual genre. Our study was organized based on the problems: how does the construction of meanings occur in a collective activity? Is it possible to trigger a process of signification through the instruction’s manual discursive genre? We chose Historical-Cultural Theory, Activity Theory and Teaching-orienteering activity as the theoretical and methodological foundations that supported the bibliographic research and data analysis. We developed a didactic-formative experiment, from a virtual story and a game, with a 4th year class of Elementary School I - Early Years, in a public school in Francisco Beltrão - PR. 21 children with ages between 8 and 9 years old participated in the research. The results showed that the teaching activity developed by us made it possible the concept’s appropriation of the instructional discursive genre of instruction’s manual and that, in this problem solving process, new acts of meaning emerged, through analysis and generalization, since each group produced their own instruction’s manual, one different from the other. The written language and its specificity were very important elements for the conclusion of the activity.