Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Victoriano, Erisana Célia Sanches
 |
| Orientador(a): |
Collins, Heloisa |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13474
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Resumo: |
The new ICTs have been used in face-to-face and distance courses to support and enrich teaching-learning processes. However, their use demands planning and adequacy so that it corresponds to educational goals. For this reason, many studies have been developed. They usually focus on the use of the tools, or on the roles teachers and students play during the interactions (Gervai, 2007; Costa, 2005; Leal, 2005). However, these investigations do not seem to consider language as central in teaching-learning processes; they do not discuss the importance of pedagogic practice and the knowledge structure that are involved in the interactions. In order to contribute to the filling of these gaps, this research was suggested. Therefore, the general objective of this study is to contribute to the improvement on the use of ICTs, more specifically to the use of synchronous communication tools in educational contexts, by considering language as central in teaching-learning processes. In order to reach this goal, seven synchronous sessions (chats) were collected from a distance course that was offered for teachers of English. In addition, the data were analysed under two theoretical frameworks: the systemic-functional theory and the Bernstenian social theory. The analysis developed during this research favoured detailed comprehension about some kinds of interactions that can take place in online synchronous communication in educational contexts, as it highlighted differences in the pedagogic and discursive practices, and in the knowledge structure during the sessions. The analysis developed with the support of the systemic-functional approach for the description of conversations, exchange structure (Martin, 1992), allowed a detailed study of some discursive practices that can take place during this kind of communication. This analysis, combined with the concepts of regulative and instructional discourse suggested in the Bernsteinian theory (Bernstein, 1990), allowed reflections about pedagogic practices that had been involved in the online synchronous sessions. Finally, the concept of entity (Martin and Rose, 2003) and the concepts of horizontal and vertical discourse (Bernstein, 1990) contributed to the comprehension about the nature of knowledge which had been involved in the interactions. This research indicates that the combination of the systemic-functional theory and the Bernsteinian theory can be powerful for the comprehension of language, pedagogic practices and different nature of knowledge that were brought to the interactions; and, it presents results which can contribute to an adequate use of chats in educational contexts , and to the quality of distance education |
