Shall we dance? Colaboração e histórias do processo de busca por parceiros de tandem

• Ano de defesa: 2011
• Autor(a) principal: Brandão, Ana Carolina de Laurentiis
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Pesquisa narrativa; Parceria de tandem; Aprendizagem colaborativa; Língua inglesa; Língua inglesa - Estudo e ensino; Narrative inquiry; Tandem partnership; Collaborative learning; English language; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15396

This dissertation aims at narrating and describing the searching process of tandem partners experienced by Language Graduation students from a university in the state of Mato Grosso, and by me, as monitor of this process. More specifically, this research aims at discussing the collaboration in this process. These students participated in an extension project related to Portuguese teaching and English or Spanish learning in-tandem via MSN Messenger. Among the participants of this study, were the students who chose to learn English in the project. This dissertation had as theoretical references, studies about computer assisted language learning (BAX, 2003; LEFFA, 2006; PAIVA, 1999, 2001; WARSCHAUER, 1996, 1997, 2000), the sociointeractionist perspective (VYGOSTKY, 1998), conceptions about collaborative and cooperative learning (CELANI, 2002; DILLENBOURG, 1999; ESHET-ALKALAI, 2004; FIGUEIREDO, 2006; JOHNSON; JOHNSON, 1998; MAGALHÃES, 2004; PANITZ, 1995; SMITH; MACGREGOR, 1992; TINZMANN et al., 1990; WIERSEMA, 2000), as well as studies about tandem context (BRAMMERTS, 1996; BRAMMERTS; CALVERT, 2003; CALVERT, 1992; TELLES; VASSALLO, 2006, 2009). The theoretical-methodological approach adopted was the Narrative Inquiry, according to Clandinin and Connelly (2000; 2005). The field texts were composed of introductory texts that were part of the profile created in sites of linguistic exchange, messages sent by the students to members in sites of linguistic exchange, interactions between these students and the members via theses sites or via MSN Messenger, and narratives written by them and by me during the project meetings. The analysis of this material was based on Meaning Composing, according to Ely, Vinz, Downing and Anzul (2001). Using a metaphorical language, tandem as ballroom dancing, it was possible to realize through this study that the attempts made by the participants to invite people to dance tandem were not collaborative invitations, that is, they were not like a shall we dance? , but like an imposition, a Dance with me! . The lack of collaboration in the invitations is associated here to tandem principles (reciprocity and autonomy), and to language learning and teaching conceptions that the participants brought to this experience.