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Vários estudos, geralmente conduzidos em ambientes que favorecem a interação, mostram que colegas podem colaborar mutuamente e de modo eficaz. Entretanto, este trabalho aborda obstáculos à criação desse tipo de andaime que podem ter ocorrido devido ao ambiente desmotivador dos alunos utilizados na pesquisa. A análise é baseada em gravações de áudio e vídeo do desempenho dos alunos em duas atividades orais em uma aula de inglês como língua estrangeira. A atividade um consistiu em uma lacuna de informação e a dois, em um drill comunicativo. Os seguintes obstáculos foram encontrados: 1) a regulação pelo objeto do aluno menos capaz, 2) dificuldades do aluno mais capaz em promover andaimes, 3) falta de conhecimento de inglês do aluno mais capaz. Esses empecilhos podem ser explicados pela experiência onipresente e frustrante desses alunos em aprender inglês na escola pública brasileira e pela sua falta de socialização na colaboração entre pares
ABSTRACT:
Several studies, usually carried out in settings that are conducive to interaction, demonstrate peers can provide mutual scaffolding effectively. In contrast, this article focuses on constraints to peer scaffolding which, possibly, happened because of participants’ demotivating learning environment. Analysis is based on the video and audio recordings of the performance of two beginning Brazilian students carrying out two oral tasks in an EFL class. Task one consists of an information gap and task two, of a communicative drill. The following constraints were identified: 1) the less capable peer’s object-regulation, 2) the more capable peer’s hindrance to scaffolding, 3) the more capable peer’s lack of L2 knowledge. These hindrances can be explained by the students’ pervasive and frustrating foreign language learning experience in the Brazilian public school and by the lack of socialization into scaffolding.
Keywords: sociocultural theory; scaffolding; the zone of proximal development.
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