Resumo

ZIMMERMANN, Narjara  e  SILVA, Henrique César da. Interviews: teachers’ reading imaginaries in science educationthe anticipation mechanism applied to discoursive analysis of. Ens. Pesqui. Educ. Ciênc. [online]. 2014, vol.16, n.2, pp.33-51. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172014160203.

In this paper we discuss theoretical and methodological contributions of a concept of the French Discourse Analysis, the Anticipation Mechanism, to interviews analysis. Understanding discourse as the effect of “signification/meaning exchange between interlocutors/speakers”, in which power relations, meaning and imaginary mechanisms take place as production conditions, this notion emphasizes the importance of considering the immediate context of the interview, the expectations and mutual representations among speakers. Thus, interview contexts are considered as constitutive aspects of the respondent’s utterances. This concept allows us study the relationship between immediate context and the broad historical-social context. This relationship is extremely important if we wish to comprehend language processes as part of the social and political contexts. We analyze interviews with teachers about reading in science education in which are highlighted aspects of this anticipation mechanism mobilizing different socially constituted imaginary relationships, between interviewer (researcher) and interviewed (teachers).

Palavras-chave : Anticipation Mechanism; Interview; Reading.

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