O olhar de participantes sobre (inter)cultura(lidade) em contexto de Teletandem: o visionamento como (trans)formação
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Data
2019-04-23
Autores
Zampieri, Laura Braghini [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Em meados dos anos de 1970, o termo tandem foi primeiramente usado para definir uma modalidade de aprendizagem baseada na interação de falantes de diferentes línguas com o intuito de aprender uma nova língua e ensinar a sua própria (TELLES; VASSALLO, 2006; VASSALLO; TELLES, 2006; SALOMÃO; SILVA; DANIEL, 2009). Atualmente, o projeto “Teletandem: Línguas Estrangeiras para Todos” é desenvolvido na Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) e tem como objetivo a interação de alunos dessa universidade com alunos de universidades estrangeiras através do computador, com respaldo pedagógico e em um ambiente adequado para uma aprendizagem recíproca (TELLES; VASSALLO, 2006). O projeto foi contexto para nosso estudo de caso (MEIRINHOS; OSÓRIO, 2010) de natureza qualitativa (ANDRÉ, 1995; DÖRNYEI, 2007; ERICKSON, 1991; LARSEN-FREEMAN, LONG, 1991), que analisou as dimensões culturais presentes nas interações de três participantes de teletandem e os impactos das sessões de visionamento (HENDERSON; HENDERSON; GRANT; HUANG, 2010) para as reflexões sobre (inter)cultura(lidade). A técnica de visionamento − quando os sujeitos de pesquisa assistem e comentam o vídeo da sua interação − pode fornecer ao pesquisador os porquês das decisões, escolhas e julgamentos tomados pelos participantes, pois se parte da perspectiva do próprio sujeito, da sua interpretação e do que ele pensou em certo momento. Os dados da pesquisa foram colhidos no segundo semestre de 2017 e foram analisados com base em um repertório teórico que envolveu questões culturais (DERVIN, 2014; HALL, 2006; LEVY, 2007; LIDDICOAT, 2011; MORAN, 2001). Os resultados de nossa pesquisa evidenciam uma predominância de elementos culturais tangíveis (MORAN, 2001), estereótipos e generalizações. Quanto às sessões de visionamento, elas puderam fornecer aos participantes um momento de reflexão, o qual trouxe, primordialmente, reflexões, julgamentos e possíveis transformações no modo de tratar elementos culturais e expor o seu país e sua cultura. Os resultados da pesquisa podem ser úteis ao projeto Teletandem no que concerne às mediações que envolvam observação/visionamento das interações.
In the 1970s, the word tandem was first used to define a learning modality based on the interaction of speakers of different languages with the purpose of learning a new language and teaching his/her own language (TELLES; VASSALLO, 2006; VASSALLO; TELLES, 2006; SALOMÃO; SILVA; DANIEL, 2009). Currently, the project “Teletandem Brazil: Foreign Languages for all” is being developed at São Paulo State University (Universidade Estadual Paulista “Julio de Mesquita Filho” - UNESP) and its objective is to open the possibility for students from that university and students from a foreign university to interact using a computer, providing pedagogical support and a suitable environment for mutual learning (TELLES; VASSALLO, 2006). This project was the context for our qualitative case study (ANDRÉ, 1995; DÖRNYEI, 2007; ERICKSON, 1991; LARSEN-FREEMAN, LONG, 1991; MEIRINHOS; OSÓRIO, 2010), which analyzed the cultural dimensions in teletandem sessions from three participants and the impacts of stimulated recall sessions (HENDERSON; HENDERSON; GRANT; HUANG, 2010) to their reflections about (inter)cultura(lity). Stimulated recall sessions − when the research subject watches and comments his/her own interaction video − can provide the reasons for some decisions, choices and judgments made by the participant him/herself, due to the fact that they come from the person’s perspective, interpretation and from what he/she thought about/in a certain moment. The data for this research was collected in the second semester of 2017 and analyzed based on theoretical framework about culture (DERVIN, 2014; HALL, 2006; LEVY, 2007; LIDDICOAT, 2011; MORAN, 2001). The results show a predominance of tangible cultural elements (MORAN, 2001), stereotypes and generalizations. As far as the stimulated recall sessions, they were able to provide a moment for reflection for the participants, which brought, primarily, judgments from them about themselves and changes in the way of treating cultural elements and exposing his/her country and culture. The research results could be useful to the Teletandem project when it comes to mediation involving watching (stimulated recall) the interactions.
In the 1970s, the word tandem was first used to define a learning modality based on the interaction of speakers of different languages with the purpose of learning a new language and teaching his/her own language (TELLES; VASSALLO, 2006; VASSALLO; TELLES, 2006; SALOMÃO; SILVA; DANIEL, 2009). Currently, the project “Teletandem Brazil: Foreign Languages for all” is being developed at São Paulo State University (Universidade Estadual Paulista “Julio de Mesquita Filho” - UNESP) and its objective is to open the possibility for students from that university and students from a foreign university to interact using a computer, providing pedagogical support and a suitable environment for mutual learning (TELLES; VASSALLO, 2006). This project was the context for our qualitative case study (ANDRÉ, 1995; DÖRNYEI, 2007; ERICKSON, 1991; LARSEN-FREEMAN, LONG, 1991; MEIRINHOS; OSÓRIO, 2010), which analyzed the cultural dimensions in teletandem sessions from three participants and the impacts of stimulated recall sessions (HENDERSON; HENDERSON; GRANT; HUANG, 2010) to their reflections about (inter)cultura(lity). Stimulated recall sessions − when the research subject watches and comments his/her own interaction video − can provide the reasons for some decisions, choices and judgments made by the participant him/herself, due to the fact that they come from the person’s perspective, interpretation and from what he/she thought about/in a certain moment. The data for this research was collected in the second semester of 2017 and analyzed based on theoretical framework about culture (DERVIN, 2014; HALL, 2006; LEVY, 2007; LIDDICOAT, 2011; MORAN, 2001). The results show a predominance of tangible cultural elements (MORAN, 2001), stereotypes and generalizations. As far as the stimulated recall sessions, they were able to provide a moment for reflection for the participants, which brought, primarily, judgments from them about themselves and changes in the way of treating cultural elements and exposing his/her country and culture. The research results could be useful to the Teletandem project when it comes to mediation involving watching (stimulated recall) the interactions.
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Palavras-chave
cultura, ensino e aprendizagem de línguas, teletandem, visionamento, culture, teaching and learning languages, teletandem, stimulated recall