IX. GESTURE IN THE CONSTRUCTION OF SPEECH: IMPLICATIONS FOR EDUCATION
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Abstract
The present study is based on the communicational resources in the teacher-student
relationship, especially in the construction of the spoken discourse in the interaction,
considering practices that can favor mutual understanding; it was based on the idea that the
hands reflect the content of the thought. We tried to know the implications of the "manipulation" of the hand gestures in the speech of 20 university students. The participants
were presented with a scene from a cartoon and were asked to retell the story to another
participant who does not know the scene. The situation has two moments: a) free story and
b) story where the use of gestures is stimulated. All the applications were made with a front
camera and the videos were coded with ELAN; the marking criterion was that the gesture
was co-expressive to the speech and that the trajectory was well defined. It was found that in
the free situation the narration is shorter and of less complexity; in the situation of favoring
gestures a greater number of gestural phrases and words are used. In conclusion, it is argued
that communication in education is favored if verbal and non-verbal resources are used,
which has implications for the teacher and the student in the illustration-transmission of ideas
and concepts.
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: gesture, communication, thinking, speech, education, learning, cognition.
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