O papel da interação professor-aluno no desenvolvimento da autonomia do aprendiz na educação a distância

• Ano de defesa: 2009
• Autor(a) principal: Castro, Giselle Trajano Ignacio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Letras; letras
• Palavras-chave em Português: Ensino a distância; Interação educador-educando; Autonomia na educação; Pragmática; Estratégias de ensino-aprendizagem; Distance learning; Interaction; Autonomy; Pragmatics; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://app.uff.br/riuff/handle/1/18686

This study aims to investigate the role of the teacher-student interaction in the development of learners´ autonomy in the context of distance learning. In order to explore this question, the investigation is based on a theoretical framework concerning the following issues: distance learning, distance language learning, autonomy in education and the teaching-learning process from a sociocultural perspective. The methodology followed the qualitative paradigm and the research was carried out with teachers and students as participants in an online English course. The instruments of analysis consisted of e-mail exchanges between teachers and students as well as interviews with the teachers who were involved in the process. The units of analysis are drawn from Pragmatics, with special focus on the concepts of Speech Acts, Adjacency Pairs and Politeness. The results have suggested that the dialogical nature of the teacher-student interactions via e-mail enables the teacher, in a process of pedagogical mediation, to lead learners to reflect critically upon their learning experiences in the course, preparing them to take more control over their studies in a more committed, thus potentially autonomous attitude towards their learning processes.