Efeitos dos estereótipos no teletandem
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Data
2019-12-06
Autores
Buvolini-Freitas, Paola de Carvalho
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Universidade Estadual Paulista (Unesp)
Resumo
Teletandem é um contexto virtual, autônomo e colaborativo de aprendizagem de línguas estrangeiras. Neste contexto, pares de aprendizes ajudam um ao outro no processo de aprendizagem da língua-alvo. Esta tese está contextualizada na área de ensino e aprendizagem virtuais de línguas estrangeiras via teletandem. Durante as interações nesse modo de telecolaboração (teletandem), ocorridas em Assis com brasileiros e estadunidenses ou indivíduos de outras nacionalidades que viviam nos EUA, assumimos que os alunos fazem uso de vários estereótipos à medida que interagem interculturalmente para aprender o idioma um do outro. A tese que norteou o estudo é que esses estereótipos podem ser caracterizados e que seus efeitos podem ser usados para a construção de uma mediação crítica da sessão de teletandem pelo professor de língua estrangeira. Dentro desse contexto telecolaborativo de aprendizagem linguística e intercultural, os objetivos do estudo foram: a) verificar os efeitos dos estereótipos no contexto do teletandem. Nosso argumento, aqui, é que o estereótipo se apresenta como um símbolo da cultura nacional do participante de teletandem. O estereótipo é a representação metonímica da identidade nacional do aluno. Por serem recorrentes, os estereótipos tornaram-se evidentes e começamos a pensar em como eles poderiam ser abordadas pelo professor-mediador durante as sessões de mediação teletandem. Assim, nosso segundo objetivo surgiu: (b) descrever uma prática crítica de mediação que incentive os participantes e outros interagentes a não sedimentar estereótipos excludentes. Essa prática é apresentada através da Cartografia das Identidades que é um dos efeitos pedagógicos da recorrência dos estereótipos no teletandem. Teoricamente, fundamentamo-nos em (1) os estudos realizados por Telles (2015), Vassallo e Telles (2009), Andreu-Funo (2015, 2018) com notas sobre teletandem, mediação, identidades e performatividade; (2) na Teoria da Performatividade de Butler (1990, 1993, 2004, 2015), com foco nos processos constitutivos de citacionalidade e iterabilidade do discurso dos interagentes e indicadores de interpelação de Althusser (1970); (3) nos estudos sobre estereótipos de Lippmann (2008), Pereira (2002), Mazzara (1999), Baccega (1998), Cabecinhas (2017) e Franco & Rampazzo (2016). Para a delimitação de instrumentos de geração de dados, adotamos a definição de tarefa de Nunam (1989), de Gonzalez-Lloret & Ortega (2014) e Rampazzo e Aranha (2018). As teorias que sustentam a prática pedagógica crítica da mediação trazida nessa tese são de Freire (1996), Pennycook (2004), Liberali (2012). A metodologia está fundamentada no paradigma da pesquisa qualitativa. Utilizamos o Estudo de Caso e a Teoria Fundamentada nos Dados de Charmaz (2009). A partir dos dados coletados, chegamos a parâmetros plausíveis de uma prática de mediação no teletandem. Os participantes da pesquisa foram 8 estudantes brasileiros e 8 estudantes estadunidenses, participantes frequentes das interações e mediações. As tarefas foram usadas como instrumentos de coleta de dados. Foram dois questionários, diários semanais, gravação de uma mediação após a interação, a mediação com os interagentes brasileiros no final das sessões de teletandem e outra mediação de Zoom com os interagentes estrangeiros. A partir dos dados analisados, concluímos que (a) os participantes do estudo usaram estereótipos nacionais para aproximar os parceiros no contexto da comunicação transcultural e (b) os efeitos dos estereótipos afetam a concepção de língua que permeia a interação, o binarismo Eu – Outro dos parceiros na constituição identitária e subjetiva dos interagentes e mediadores e a aprendizagem pela differánce. O Outro precisa ser diferente para cumprir o objetivo da aprendizagem em conjunto, que é a aprendizagem pela differánce.
Teletandem is a virtual, autonomous and collaborative foreign language learning context in which pairs of learners help each other in their process of learning the target language. This thesis is contextualized within this area of virtual teaching and learning of foreign languages via teletandem. During the interactions in this mode of telecollaboration (teletandem), we assume that learners make use of multiple stereotypes as they interact interculturally to learn each other's language. The thesis that guided the study is that these stereotypes can be characterized and that their effects such characterization can be used towards building a critical mediation of the teletandem session by the foreign language teacher. Within this telecollaborative context of linguistic and cross-cultural learning, the objectives of the study were: a) to verify the characteristics of the use of stereotypes in the context of teletandem. Our argument, here, is that the stereotype presents itself as a symbol of the teletandem participant's national culture. The stereotype is the metonymical representation of the learner’s national identity. Because they were recurrent, the characteristics of the stereotypes became evident and we began to think about how they could be approached by the teacher-mediator during teletandem mediation sessions. Thus, our second objective emerged: (b) is to describe a critical mediation practice that encourages participants and other interctants not to sediment exclusionary stereotypes. This practice is presented through the Cartography of Identities, which is one of the pedagogical effects of the recurrence of stereotypes in teletandem. We are theoretically grounded on (1) the studies conducted by Telles (2015), Vassallo and Telles (2009), Andreu-Funo (2015, 2018) with notes on teletandem, mediation, identities and performativity; (2) on Butler's Performativity Theory (1990, 1993, 2004, 2015) with focus on the constitutive citationality and iterability processes of the interactants’ speech, and interpellation indicators of Althusser (1970); (3) on the studies about stereotypes by Lippmann (2008), Pereira (2002), Mazzara (1999), Baccega (1998), Cabecinhas (2017) and Franco & Rampazzo (2016). For the delimitation of data-generating instruments we adopted Nunam (1989), GonzalezLloret & Ortega (2014) and Rampazzo & Aranha (2018). The theories that support the critical pedagogical practice of mediation brought in this thesis are from Freire (1996), Pennycook (2004) and Liberali (2012). The methodology is grounded on the qualitative research paradigm. We use the Case Study and Charmaz's Grounded Theory (2009). From the collected data we arrived at plausible parameters of a teletandem mediation practice. The research participants were 8 Brazilian students and 8 US students, frequent participants of interactions and mediations. Tasks were used as data collection instruments. They were two questionnaires, a weekly diary, the recording of a mediation after the interaction, the mediation with the Brazilian interactants at the end of the teletandem sessions and another Zoom mediation with the foreign interactants. From the data analyzed, we concluded that (a) the participants in the study used national stereotypes to bring partners closer in the context of cross-cultural communication and (b) the characteristics of this use affect the partners’ binarism I - the Other. The Other needs to be different to fulfill the goal of tandem learning, which is learning by the differánce.
Teletandem is a virtual, autonomous and collaborative foreign language learning context in which pairs of learners help each other in their process of learning the target language. This thesis is contextualized within this area of virtual teaching and learning of foreign languages via teletandem. During the interactions in this mode of telecollaboration (teletandem), we assume that learners make use of multiple stereotypes as they interact interculturally to learn each other's language. The thesis that guided the study is that these stereotypes can be characterized and that their effects such characterization can be used towards building a critical mediation of the teletandem session by the foreign language teacher. Within this telecollaborative context of linguistic and cross-cultural learning, the objectives of the study were: a) to verify the characteristics of the use of stereotypes in the context of teletandem. Our argument, here, is that the stereotype presents itself as a symbol of the teletandem participant's national culture. The stereotype is the metonymical representation of the learner’s national identity. Because they were recurrent, the characteristics of the stereotypes became evident and we began to think about how they could be approached by the teacher-mediator during teletandem mediation sessions. Thus, our second objective emerged: (b) is to describe a critical mediation practice that encourages participants and other interctants not to sediment exclusionary stereotypes. This practice is presented through the Cartography of Identities, which is one of the pedagogical effects of the recurrence of stereotypes in teletandem. We are theoretically grounded on (1) the studies conducted by Telles (2015), Vassallo and Telles (2009), Andreu-Funo (2015, 2018) with notes on teletandem, mediation, identities and performativity; (2) on Butler's Performativity Theory (1990, 1993, 2004, 2015) with focus on the constitutive citationality and iterability processes of the interactants’ speech, and interpellation indicators of Althusser (1970); (3) on the studies about stereotypes by Lippmann (2008), Pereira (2002), Mazzara (1999), Baccega (1998), Cabecinhas (2017) and Franco & Rampazzo (2016). For the delimitation of data-generating instruments we adopted Nunam (1989), GonzalezLloret & Ortega (2014) and Rampazzo & Aranha (2018). The theories that support the critical pedagogical practice of mediation brought in this thesis are from Freire (1996), Pennycook (2004) and Liberali (2012). The methodology is grounded on the qualitative research paradigm. We use the Case Study and Charmaz's Grounded Theory (2009). From the collected data we arrived at plausible parameters of a teletandem mediation practice. The research participants were 8 Brazilian students and 8 US students, frequent participants of interactions and mediations. Tasks were used as data collection instruments. They were two questionnaires, a weekly diary, the recording of a mediation after the interaction, the mediation with the Brazilian interactants at the end of the teletandem sessions and another Zoom mediation with the foreign interactants. From the data analyzed, we concluded that (a) the participants in the study used national stereotypes to bring partners closer in the context of cross-cultural communication and (b) the characteristics of this use affect the partners’ binarism I - the Other. The Other needs to be different to fulfill the goal of tandem learning, which is learning by the differánce.
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Palavras-chave
Estereótipo, Mediação, Performatividade, Interpelação, Stereotype, Mediation, Performativity, Interpellation