Investigando o processo ensino-aprendizagem de LE in-tandem: aprendizagem da língua francesa em contexto digital
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Data
2009-05-26
Autores
Fernandes, Fábio Roberto [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O processo de ensino-aprendizagem de uma língua estrangeira está ligado a diversas questões que podem garantir a aquisição de tal língua ou mesmo criar entraves que aumentam a distância entre o aprendiz e a língua-alvo. Assim, questões referentes aos fatores cognitivos, didático-pedagógicos, sociais, econômicos e culturais são significativas em relação à forma como um indivíduo aprende uma determinada língua. O presente trabalho teve como objetivo identificar e descrever as contribuições e os entraves dos meios digitais para a aprendizagem de língua estrangeira por meio da interação entre pares no escopo do projeto Teletandem Brasil: línguas estrangeiras para todos. Tal contexto de aprendizagem baseia-se nos princípios de autonomia e reciprocidade no processo de ensino-aprendizagem à distância, no qual indivíduos falantes de línguas diferentes aprendem e ensinam suas respectivas línguas por meio de atividades de interação na língua a ser aprendida. A investigação da aprendizagem em modelos não-tradicionais de ensino torna-se pertinente a medida que uma reorganização de paradigmas se estabelece na sociedade contemporânea face o desenvolvimento tecnológico observado nos dias de hoje. Tal reorganização implica em uma reestruturação do modo de se produzir e transmitir conhecimento no mundo atual. No que tange às questões educacionais, a era digital demanda uma necessidade latente de que os processos de ensino possam ser reorganizados observando os anseios e exigências que a aprendizagem na pós-modernidade apresenta. Nesse sentido, novas formas de aprendizagem que insiram em seus procedimentos o trabalho sistematizado com as Novas Tecnologias de Informação e Comunicação (NTICs) são necessárias. O trabalho aqui apresentado trata-se de uma pesquisa qualitativa de base etnográfica, na qual foram observados alunos franceses e brasileiros...
The process of teaching-learning a foreign language is connected to several issues that can ensure the acquisition of such language or even create barriers that increase the distance between the apprentice and the target language. Thus, issues relating to cognitive factors, teaching, educational, social, economic and cultural aspects are significant in relation to how an individual learns a language. This study aimed at identifying and describing the contributions and the barriers digital media present to foreign language learning through peer interaction in the scope of the project Teletandem Brazil: foreign languages for all. This context of learning is based on the principles of autonomy and reciprocity in the teachinglearning at distance, in which speakers of different languages learn and teach their languages through activities of interaction in the language being learned. The research of learning in non-traditional models of education becomes relevant to measure a reorganization of paradigms that is established in contemporary society, facing technological development seen today. This reorganization involves a restructuring of the way to produce and transmit knowledge in the modern world. With regard to educational issues, the digital age need latent demand that the processes of education can be reorganized, observing the desires and demands that learning in post-modernity presents. In this sense, new ways of learning that entering its procedures in the work systematized with the New Technologies of Information and Communication (NTICs) are necessary. The work presented here it is a qualitative research of an ethnographic basis, in which students were observed French and Brazilian in situations of distanct, collaborative and autonomous. During the investigation it was possible to see the latent need that the issues of technology are printed in the teaching-learning process... (Complete abstract click electronic access below)
The process of teaching-learning a foreign language is connected to several issues that can ensure the acquisition of such language or even create barriers that increase the distance between the apprentice and the target language. Thus, issues relating to cognitive factors, teaching, educational, social, economic and cultural aspects are significant in relation to how an individual learns a language. This study aimed at identifying and describing the contributions and the barriers digital media present to foreign language learning through peer interaction in the scope of the project Teletandem Brazil: foreign languages for all. This context of learning is based on the principles of autonomy and reciprocity in the teachinglearning at distance, in which speakers of different languages learn and teach their languages through activities of interaction in the language being learned. The research of learning in non-traditional models of education becomes relevant to measure a reorganization of paradigms that is established in contemporary society, facing technological development seen today. This reorganization involves a restructuring of the way to produce and transmit knowledge in the modern world. With regard to educational issues, the digital age need latent demand that the processes of education can be reorganized, observing the desires and demands that learning in post-modernity presents. In this sense, new ways of learning that entering its procedures in the work systematized with the New Technologies of Information and Communication (NTICs) are necessary. The work presented here it is a qualitative research of an ethnographic basis, in which students were observed French and Brazilian in situations of distanct, collaborative and autonomous. During the investigation it was possible to see the latent need that the issues of technology are printed in the teaching-learning process... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Tandem, Teaching of French, Autonomous learning, Digital inclusion, Lingüística aplicada, Lingua francesa - Estudo e ensino, Ensino à distância, Teletandem, Educação a distância
Como citar
FERNANDES, Fábio Roberto. Investigando o processo ensino-aprendizagem de LE in-tandem: aprendizagem da língua francesa em contexto digital. 2009. 203 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências, Letras e Ciências Exatas, 2009.