A prática de orientação do TCC em fórum virtual: um olhar sobre o agir docente do professor orientador no curso de licenciatura em Letras/EAD do IFPB

• Ano de defesa: 2023
• Autor(a) principal: Araújo, Denize de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Ensino superior a distância - Orientação; Docente - Orientação; Orientação - Trabalho de Conclusão de Curso; Linguística aplicada; Distance higher education - Guidance; Teacher - Guidance; Orientation - Course Completion Work; Applied linguistics; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31512

This doctoral research, which was based on Applied Linguistics foundations, that seeks, through different approaches, the understanding of language activities, aimed at investigating the teaching action in the academic guidance practice, in the Final Paper (TCC) of Literature, at the Federal Institute of Paraíba (IFPB), which is offered through distance learning, by means of virtual forum. More specifically, we focused on revealing both the advising professor language actions in his formative posts, in the advising forums, as well as in the investigation of his interventions on the dimensions of Final Paper (TCC), concerning the comments which were added to the student's text, throughout the academic advising. In order to do this, we based our research on the theoretical assumptions of sociodiscursive interactionism (Bronckart, 2003[1999], 2006, 2008) and also on the theoretical assumptions of social interactionism (Vygotsky, 2005; 2006). We justify the choice of this theoretical contribution, since, for sociodiscursive interactionism (ISD), acting is conceived as any form of oriented intervention in the world and, according to Vygotskian assumptions, consciousness develops as we interact and absorb values mobilized by society. Besides, analyzing the professor´s actions, represented in the texts in a work situation, in addition to the categories proposed by the ISD, led us to the types of actions proposed by Lousada, Abreu-tardelli and Mazzillo (2007) and Abreu (2006), as well as the professors´ roles in their interventions on the student's text (ASSIS, 2019; 2016), without losing sight of the linguistic-discursive aspects which characterize the formative interaction in academic guidance in a virtual forum. The analyzed data comprises professors' posts in four guidance forums, two in the linguistics subarea and two in the literature subarea, regarding both the content aspects of the Final Paper (TCC), as well as their comments on these aspects in the student's text. In order to analyze the data, we made use of the types of action, voices and modalizations as categories, as well as the compositional structure of the TCC textual genre (Motta- Roth; Hendges, 2014; Marconi; Lakatos, 2003).The results showed that advising professors mobilize specific language actions so as to conduct research in guidance forums, in which the roles of both advisor and advisee are well defined in this formative mediation, which revealed itself to be markedly hierarchical, as well as to intervene on the student's text, but in a dialogical relationship, respecting the student's project of saying. From these results, we found that the virtual forum is a legitimate instrument for the TCC academic guidance process, as a pedagogical tool in distance learning courses.