Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Alves, Jarlene Gomes
 |
| Orientador(a): |
Moraes, Antonio Henrique Coutelo de |
| Banca de defesa: |
Brayner, Izabelly Correia dos Santos,
Beltrão, Márcio Evaristo,
Caiado, Roberta Varginha Ramos |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
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| Programa de Pós-Graduação: |
Mestrado em Ciências da Linguagem
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| Departamento: |
Departamento de Pós-Graduação
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| País: |
Brasil
|
| 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: |
http://tede2.unicap.br:8080/handle/tede/1734
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Resumo: |
The didactic material is a fundamental element to reach the results in the teaching-learning process of any educational segment, mainly with regard to Distance Learning. Thus, the present work aims to discuss the dialogic speech in the production of didactic material from the production of a module of the Sociolinguistics discipline of the Letters course in the distance modality with the application of dialogic language. Reflections on teacher-tutorstudent interaction and dialogic speech served as the basis for the research; the contributions of dialogism to the quality and adequacy of didactic material to the distance modality. The methodology involved bibliographic research and action research, according to the guidelines of Triviños (2010), Paiva (2019) and Appolinário (2011), with the aim of contributing to the role of mediator of learning of the didactic material, bringing reflections and results from from the bibliographic research and the production of a module of a content unit (workbook) of Sociolinguistics of the course of Letters EaD of a community higher education institution in the city of Recife. To do so, we initially sought to base ourselves on Bakhtin (2003), Bezerra (2013), Jakubinskij (2015), Lêdo (2013), Menezes et al. (2020) and Nogueira (2014). The collaboration of Vygotsky's (1988) studies on semiotic mediation and subject-language interaction was also necessary. For knowledge and understanding of the characterization of didactic material for distance education, it was necessary to analyze documents from the federal government (BRASIL, 2007; 2017) and from Abbad (2007) and de Oliveira et al. (2019) regarding quality benchmarks for distance education and teacher/tutor skills in this modality, among other things. After the production of a module for the discipline of Sociology in the course of Letters in the distance modality, the need for all the elements studied in chapters 2 and 3 on dialogic language and the production of material for distance education for the development of a good work, as well as the need for more studies and incentives for this modality to continue growing and overcoming the challenges that also grow, especially in the post-COVI-19 pandemic scenario. |
