| Resumo: |
This dissertation is inserted into de line of research related to Reading, Writing and Teaching of the Portuguese Language and it has as its main theme the student´s involvement with online learning. Therefore, it aims to verify what are the interactional strategies that the teacher uses in his speech that can help the student feel involved to collaborate and develop his autonomy. As a theoretical basis, we have not only taken into account the social interactionist perspective of language (BAKHTIN, 1979/2000; KOCH, 2013, 2011, 2010); principles of the Theory of Enunciation (BENVENISTE, 1989; 1995; KERBRAT-ORECCHIONI, 1980; 1995), but also about the language as a means of providing action and interaction (BRONCKART, 1999; KOCH, 2013; 2011; 2010). Our overall objectives consist in contributing to enlarge knowledge about interaction in virtual learning environments; offering subsides for the elaboration of the teacher´s speech that provides a better involvement by the student in his teaching and learning process in the educational online context. Referring to the methodology, we have chosen a qualitative research. Referring to the corpus, it is composed of the teacher´s messages in the virtual learning environment of three different online disciplines from the Language Course at PUC-SP, given by different teachers, from different departments, that were offered in 2012 and 2013. The obtained results show that the use of interactive strategies by the teacher contributes for the student´s involvement to collaborate and to develop his autonomy and therefore, helps the teaching and learning process |
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