La cooperazione tra pari nella scuola primaria: Richieste di aiuto e offerte di supporto nelle attività in piccoli gruppi
DOI:
https://doi.org/10.60923/issn.1970-2221/22544Parole chiave:
interazione in classe, scuola primaria, richieste e offerte di assistenza, Analisi Conversazionale, multimodalitàAbstract
Questo articolo analizza la competenza interazionale e le pratiche di cooperazione tra bambini della scuola primaria, con particolare attenzione alle richieste e alle offerte di assistenza – un tema già esplorato tra adulti, nella prima infanzia e nell’adolescenza, ma ancora poco indagato tra bambini di 8–9 anni nei contesti scolastici. Adottando un approccio di analisi conversazionale multimodale, lo studio esamina due pratiche con cui i bambini cooperano durante attività in coppia o in piccoli gruppi: (1) richieste esplicite di assistenza e (2) offerte spontanee volte a prevenire possibili difficoltà altrui. Queste pratiche si verificano sia all’interno che al di fuori della coppia/del piccolo gruppo. Il lavoro offre prime evidenze su come i bambini configurano il continuum del recruitment (Kendrick & Drew, 2016), soffermandosi sull’interazione tra strutture sintattiche dell’italiano e risorse multimodali – come gesti, postura e sguardo – che i bambini utilizzano per richiedere o offrire assistenza.
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