Fóruns educacionais: estratégias de interação em uma disciplina do curso de letras da ufpb virtual

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

01/11/2011

RESUMO

Distance Education constitutes, nowadays, a teaching modality of growing importance. Therefore, a study focused on the strategies used by tutors, professors and students aiming at interaction in the distance educational forums, was done. In order to develop the research, the study was theoretically based on Bakhtins/Volochinovs (1929/2010) and Bakhtins (2006) perspectives, taking into account their language concept, discursive genres, enunciation, dialogism, active responsive comprehension and verbal interaction. The theoretical basis regarding Distance Education, as well as the professors, the tutors and the students profile, in the virtual learning environment, were focused on Bellonis (2003) and on Palloffs &Pratts (2004) assumptions. The research is considered as being of qualitative nature (BOGDAN &BIKLEN, 1999; GODOY, 1995) and of netnographic basis (VERGARA, 2005), once the researcher is part of its private locus. With the intention to start the investigation, some of the interaction sessions were analyzed. Such interactions occurred, from March to December 2010, and they are related to a subject of the third term of the Licentiate Course in Letters of the Virtual UFPB. In this respect, the strategies identified in the interactions among the interlocutors such as professor, tutor and student in the Doubt Forum, Thematic Forum, and the Coffee Forum were categorized. The results demonstrate the need for (1) the professor interlocutor to boost dialogic learning through the use of interaction strategies which promote major reflection, questioning, movements of retake and synthesis in a constant dialogue of voices, that (2) the distance tutor can develop a partnership work with the student, contributing to a transition from the notion of knowledge assimilation to the interaction notion and joint construction and that (3) the student interlocutor can develop enunciation exchanges concerning a major use of sayings that reflect inquiries, questionings and problems, perceiving, equally, the importance of interaction between student-student while constructing collectively the Virtual Learning Environment.

ASSUNTO(S)

fórum educacional interação verbal educação a distância ensino linguagem linguistica language teaching distance education interaction educational forum

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