Detalhes bibliográficos
| Ano de defesa: |
2009 |
| Autor(a) principal: |
Vieira, Rubens Alexandre
 |
| Orientador(a): |
Marquesi, Sueli Cristina |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Língua Portuguesa
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| Departamento: |
Língua Portuguesa
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| País: |
BR
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| 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/14578
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Resumo: |
This work is based on research area about Reading, Writing and Teaching of Portuguese Language and its theme is the strength of the collaborative learnig and of the student autonomy in the distance education through linguistic strategies associated with pedagogic proceedings. The justification of the research is based on fact that in contemporaneous society people need to learn through collaborative and autonomous ways through the informative and interactive potentiality of the technology of information and communication. So, in this context, the pedagogic work of the teacher must develop appropriate strategies and proceedings. For development of the work, we are based on theory of Textual Linguistics, especially in studies of Beaugrande (1997), Beaugrande and Dressler (1984) and Koch (2001a; 2001b; 2003; 2006), complete by theory of Enunciation (Benveniste, 1989; 1995; Kerbrat-Orecchioni, 1980; 1998) and Social Interacionism Theory (Vygotsky, 1984; Freire, 1996). Starting of conjecture that in the distance education through written language the teacher can stimulate pedagogic appropriate proceedings for interaction, collaboration and autonomy, so the corpus of the analysis has got a didactic content unity associated with education in virtual ambience, in this work, we farther analyse textual discursive strategies and pedagogic proceedings present methodological stages that promote learning in the Constructivism, Social Interacionism area and distance education. The finished research allowed identify textual discursive strategies and pedagogic actions that promote collaborative interaction between teachers and students involve in the distance education, evidencing for teachers develop courses and activities in distance education the imperative to develop methodological stages and pedagogic proceedings that intend learning for collaboration and make use of specific linguistic ways for the interlocution in this educational modality |
