Uma proposta de trabalho com gêneros textuais para os textos escritos no Teletandem Institucional-Integrado
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Data
2016-08-03
Autores
Bragagnollo, Rubia Mara [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa aborda as produções textuais realizadas no teletandem Institucional-Integrado (TTDii), modalidade que promove o ensino-aprendizagem de línguas estrangeiras por meio de encontros regulares e virtuais entre pares de falantes de línguas diferentes, em uma turma de Português Língua Estrangeira (PLE) de uma universidade do sul dos Estados Unidos, a partir de um curso baseado em gêneros textuais proposto e aplicado por mim. De natureza quantitativa-qualitativa, exploratória e interpretativista e de base etnográfica, esta tese tem como objetivo central investigar o processo de aprendizagem das produções textuais dos gêneros sinopse de filmes e resenha de filmes no contexto mencionado e, para atingi-lo, os objetivos específicos são: a) perscrutar como (se) os gêneros discutidos em sala de aula foram apropriados pelas alunas da turma de PLE; b) verificar se houve conscientização por parte das interagentes americanas sobre os gêneros escritos e como eles são abordados nas sessões de TTDii; c) explorar as implicações do feedback corretivo oral das sessões de TTDii para produções textuais das americanas. Durante o segundo semestre de 2013, doze alunas americanas participaram de sessões de TTDii via Skype® com alunos da Universidade Estadual Paulista, campus São José do Rio Preto. Simultaneamente, as alunas tiveram aulas sobre os gêneros sinopse e resenha de filmes para que elas escrevessem três textos que seriam compartilhados com os parceiros. A partir do processo de escrita desses textos e do feedback corretivo oral no TTDii, dois dados focais foram analisados: a) os textos produzidos pelas americanas; b) as gravações das sessões nas quais os parceiros conversam sobre esses textos. A análise dos textos buscou identificar a presença dos movimentos retóricos trabalhados em sala de aula para verificar a apropriação dos gêneros. Resultados dessa análise revelam que as participantes produziram, de modo geral, os gêneros trabalhados em sala de aula de maneira satisfatória, incluindo a maior parte dos movimentos estudados por elas. Na análise das sessões de TTDii, a qual teve o intuito de investigar as implicações das sessões para as produções textuais das americanas, observou-se que o feedback oral foi benéfico, pois ofereceu oportunidades para que os parceiros esclarecessem dúvidas relativas à correção por escrito, entre outras vantagens. Com relação à conscientização sobre o gênero, verificou-se que poucas americanas tiveram uma consciência explícita da produção da sinopse e da resenha de filmes, e os parceiros brasileiros quase não fizeram comentários sobre esse aspecto dos textos. Os resultados deste estudo suscitam questões pertinentes relacionadas à possibilidade de se basear a produção de textos em gêneros no TTDii, fazendo-se as alterações necessárias para que exista uma reciprocidade em termos de contribuições relativas às características do gênero. Revelam, também, a importância do feedback oral realizado durante as sessões de TTDii para a produção textual. São apresentadas perspectivas para que a escrita na modalidade TTDii seja direcionada pelos professores das turmas participantes de modo a considerar aspectos como o contexto das produções, a escrita colaborativa e, sobretudo, a inclusão de gêneros textuais nessa prática.
This research deals with writing productions carried out in the institutional-integrated teletandem (iiTTD), modality that promotes teaching and learning of foreign languages through regular and virtual meetings between pairs that speak two different languages, in a group of Portuguese as a Foreign Language (PFL) students at an American university, from a course based on genres proposed and taught by me. Of quantitative-qualitative interpretative nature and ethnographic basis, this study aims at investigating the learning process of writing production of the genres film synopsis and film review in the mentioned context and, to achieve this goal, the specific objectives are: a) to see how (if) the genres taught in class were appropriated by the PFL students, through the analysis of written texts and the contents taught in the classroom; b) to check if there was consciousness on the part of American students about the genres written and how they are addressed in iiTTD sessions; c) to see how (if) the iiTTD sessions, in which the students talk about the texts, help in final writing production through the oral feedback given by the Brazilian students. During the second semester of 2013, twelve American students attended iiTTD sessions via Skype® with students of UNESP São José do Rio Preto and simultaneously had nine classes taught by me about the film synopsis and film review so they could write three essays required by the modality based on these genres. From the process of writing these texts and oral corrective feedback on TTDii, two focal data were analyzed: a) the texts written by the Americans; b) the recording of TTDii sessions in which participants talk about the texts. The analysis of the texts sought to identify the presence of rhetorical moves taught to check the appropriation of genres. It revealed that the participants produced the genres worked in the classroom satisfactorily, including most moves studied by them. In the analysis of the TTDii sessions, it was observed that oral feedback proved to be beneficial as it offers opportunities to clarify the written corrective feedback given by Brazilians, among other advantages. Regarding the awareness about the genres, it was verified that only few Americans demonstrated a consciousness of the film synopsis and film review, and Brazilian partners made only few comments about this aspect of the texts. The results of this study raise relevant issues related to written texts that iiTTD students must produce and to the possibility of this practice based on genres, and reveal the importance of oral feedback sessions held during iiTTD to this writing production. Perspectives are presented so that the writing on the iiTTD modality is directed by teachers to take into account aspects such as the context of production, collaborative writing and, above all, the inclusion of genres in this practice.
This research deals with writing productions carried out in the institutional-integrated teletandem (iiTTD), modality that promotes teaching and learning of foreign languages through regular and virtual meetings between pairs that speak two different languages, in a group of Portuguese as a Foreign Language (PFL) students at an American university, from a course based on genres proposed and taught by me. Of quantitative-qualitative interpretative nature and ethnographic basis, this study aims at investigating the learning process of writing production of the genres film synopsis and film review in the mentioned context and, to achieve this goal, the specific objectives are: a) to see how (if) the genres taught in class were appropriated by the PFL students, through the analysis of written texts and the contents taught in the classroom; b) to check if there was consciousness on the part of American students about the genres written and how they are addressed in iiTTD sessions; c) to see how (if) the iiTTD sessions, in which the students talk about the texts, help in final writing production through the oral feedback given by the Brazilian students. During the second semester of 2013, twelve American students attended iiTTD sessions via Skype® with students of UNESP São José do Rio Preto and simultaneously had nine classes taught by me about the film synopsis and film review so they could write three essays required by the modality based on these genres. From the process of writing these texts and oral corrective feedback on TTDii, two focal data were analyzed: a) the texts written by the Americans; b) the recording of TTDii sessions in which participants talk about the texts. The analysis of the texts sought to identify the presence of rhetorical moves taught to check the appropriation of genres. It revealed that the participants produced the genres worked in the classroom satisfactorily, including most moves studied by them. In the analysis of the TTDii sessions, it was observed that oral feedback proved to be beneficial as it offers opportunities to clarify the written corrective feedback given by Brazilians, among other advantages. Regarding the awareness about the genres, it was verified that only few Americans demonstrated a consciousness of the film synopsis and film review, and Brazilian partners made only few comments about this aspect of the texts. The results of this study raise relevant issues related to written texts that iiTTD students must produce and to the possibility of this practice based on genres, and reveal the importance of oral feedback sessions held during iiTTD to this writing production. Perspectives are presented so that the writing on the iiTTD modality is directed by teachers to take into account aspects such as the context of production, collaborative writing and, above all, the inclusion of genres in this practice.
Descrição
Palavras-chave
Teletandem Institucional-Integrado, Produção de textos, Gêneros textuais, Institutional-integrated Teletandem, Writing production, Textual genres