Conflitos no diálogo eu-outro em contexto de Tandem português e espanhol

• Ano de defesa: 2014
• Autor(a) principal: Ruiz, Angélica Amaya [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Linguistica aplicada; Aquisição da segunda linguagem - Aspectos sociais; Lingua espanhola - Estudo e ensino - Inovações tecnológicas; Língua portuguesa - Estudo e ensino - Inovações tecnológicas; Ensino a distância - Ensino auxiliado por computador
• Link de acesso: http://hdl.handle.net/11449/127578

This is an interpretative research, ethnographic-based, which is characterized as a case study between a learner from Colombia and a learner from Brazil. Tandem is conceived as a learning environment in which, instead of norms to be followed, it requires that partners observe principles of reciprocity, autonomy and balanced use of both languages. By involving pairs of native speakers of different languages working collaboratively, each member of the pair is, at the same time, a student of a foreign language she wishes to learn and a linguistic model (expert) of her own mother tongue. This study aims at characterizing the partnership based on the assumptions that the construction of knowledge and human development occur through a process of internalization; in other words, in a process of mediated internalization, from an external regulation (interpsychological) to an interior regulation (intrapsychological) of cognitive processes. From a sociocultural perspective, the experts' external regulation and the learner's internal regulation do not occur as isolated and independent elements, but occur in a context of a dialogue between 'me-other', in which the internal and external (private and social) work collaboratively in a process of cocostruction of knowledge. The analysis revealed the presence of internal and external conflicts ('me-other') related to the collaboration partnership. These conflicts constrain the participation of the expert-learner and the construction of the collaborative dialogue, since the dialogue is not only related to individualities, but also subjectivities which evidently exist in a context of foreign language learning. It was evidenced how such conflicts regulated the partnership and were not always solved within the interaction. For both the learner as well as the expert, the dialogue was difficult, in so far as the leaner's own relationship was confrontational ...