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.

Keywords:
Frame Semantics; Discourse analysis; School experience.