Processo de textualização em práticas letradas digitais em contexto de EaD semipresencial: estudo do par dialógico proposta-resposta
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Data
2021-03-18
Autores
Silva, Carina Maciel de Oliveira
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Universidade Estadual Paulista (Unesp)
Resumo
De uma perspectiva teórico-metodológica que privilegia, por um lado, os Novos Estudos de Letramento (New Literacy Studies) – de maneira particularizada, na relação entre letramentos acadêmicos e letramentos digitais –, por outro, os estudos de Bakhtin e seu Círculo – de maneira particularizada, no modo de constituição dialógico da linguagem –, esta Tese de Doutorado em Estudos Linguísticos tem como objetivo principal investigar a constituição dialógica de enunciados-proposta de atividades e enunciados-resposta de atividades produzidas, respectivamente, por professor/instituição e universitários de um Curso de Licenciatura em Pedagogia – EaD semipresencial – da Universidade Virtual do Estado de São Paulo (Univesp). Esse objetivo geral desdobra-se em outros, específicos: (i) investigar marcas linguístico-discursivas que indiciam práticas letradas digitais valorizadas pelo professor/instituição e práticas letradas digitais mobilizadas pelos universitários na constituição, respectivamente, do enunciado-proposta e do enunciado-resposta; (ii) investigar a imagem que professor/instituição e universitário fazem de si, do outro e do referente (conteúdo ensinado/estudado) no espaço e no tempo de um processo de comunicação entendido como síncrono e assíncrono; (iii) investigar vozes mobilizadas da interdiscursividade na composição de enunciados-proposta e na composição de enunciados-resposta e sua relação com o processo de textualização a distância valorizado pela instituição promotora. O conjunto do material é formado de seis enunciados-proposta e 144 enunciados-resposta produzidos por 24 universitários (professores em formação), na disciplina Educação e Linguagem, no ano de 2010. A hipótese é a de que o par dialógico proposta-resposta é constituído diferentemente em contexto presencial e em contexto a distância semipresencial, pois, do ponto de vista da instituição promotora e das políticas públicas de ensino, a ausência de presença física do professor e do universitário, em um mesmo espaço e tempo, requer o emprego de instruções específicas, segundo uma arquitetônica enunciativa que visa preencher essa “lacuna” no processo de textualização. Ao assumir que o par dialógico proposta-resposta é uma atividade verbal social que implica sempre presença – contrariamente ao que dizem estudiosos da chamada grande divisa, na caracterização de aspectos estritos para fala e escrita –, propomos a tese segundo a qual o modo de enunciação escrita é a principal tecnologia empregada na constituição de saberes enunciados em contexto de Educação a Distância semipresencial, uma vez que, por meio dele, é possível (re)instaurar presencialmente, em cena, interlocutores que se encontram fisicamente distantes, em tempos distintos. Os procedimentos de investigação estão fundamentados em uma perspectiva etnográfica e discursiva (CORRÊA, 2011), que se ocupa da história de sentido que formulações particulares de um texto carregam consigo. Dessa perspectiva, dados etnográficos são tratados como fatos discursivos simultâneos às formulações particulares de textos. Dentre os resultados alcançados, destacam-se: (i) a crítica a uma noção de autonomia do universitário na modalidade a distância, fundamentada numa concepção de presença na ausência dos interlocutores no processo de textualização; (ii) o fato de que o emprego de tecnologias digitais na constituição da arquitetônica enunciativa na modalidade a distância não desfaz a relação dissimétrica entre professor/instituição e universitário, como implicitamente enunciado em discurso institucionalizados; (iii) a prevalência de uma noção de texto escolarizado, em contexto de aprendizagem que tem como principal característica a virtualização e a desterritorialização dos saberes.
From a theoretical-methodological perspective which, on one hand, prioritizes New Literacy Studies – particularly in the relationship between academic literacies and digital literacies – and, on the other hand, the studies of Bakhtin and his Circle – particularly concerning the dialogic constitution of language – the main purpose of this Doctoral Dissertation in Linguistic Studies is to investigate the dialogic constitution of task proposal enunciations and response enunciations of performed tasks, respectively, by the professor/institution and by undergraduate students of a Bachelor Degree in Pedagogy – semi-distance learning – at the Virtual University of the State of São Paulo (Univesp). This main objective unfolds into other specific objectives: (i) investigating linguistic-discursive traces which evidence digital literacy practices valued by the professor/institution and digital literacy practices applied by undergraduate students, respectively, in the constitution of the proposal enunciation and the response enunciation; (ii) investigating the image which the professor/institution and undergraduate student create of themselves, the Other and the referent (taught/studied content) within space and time of a communication process understood as being synchronous and asynchronous; (iii) investigating interdiscursivity voices mobilized in the composition of proposal enunciations and response enunciations and their relation to the remote textualization process valued by the promoting institution. The material comprises six proposal enunciations and 144 response enunciations written by 24 undergraduate students (teachers in training) in the course Education and Language in the year 2010. Our hypothesis is that the dialogic proposal-response pair is formed differently in a face-to-face context and in a semi-distance context, given that, from the point of view of the promoting institution and public education policies, non-physical presence of the professor and the student in the same space and time requires the use of specific instructions, according to an enunciative architecture aimed at filling this “gap” in the textualization process. In assuming that the proposal-response dialogic pair is a verbal social activity which always implies in presence – as opposed to statements of scholars from the so-called great divide in the characterization of strict aspects for speech and writing –, we set the thesis whereby the written mode of enunciation is the main technology applied when constituting knowledge enunciated in the context of semi-distance learning, given that interlocutors who are physically distant, at different times, can thus be re(introduced) presentially into the scene. The research procedure is based on an ethnographic and discursive perspective (CORRÊA, 2011), which covers the history of meaning carried by particular formulations of a text. In this perspective, ethnographic data is treated as discursive facts which are simultaneous to particular formulations of texts. Among the achieved results, we highlight: (i) a critical view of the idea of autonomy of undergraduate students in distance learning, supported by a concept of presence in absence of the interlocutors in the textualization process; (ii) the fact that using digital technologies in the constitution of the enunciative architecture does not revoke the disymmetric relationship between the professor/institution and the undergraduate student, as implicitly stated in institutionalized discourses; (iii) the prevalence of the notion of school text, in a learning context whose main trace is virtualization and deterritorialization of knowledge.
From a theoretical-methodological perspective which, on one hand, prioritizes New Literacy Studies – particularly in the relationship between academic literacies and digital literacies – and, on the other hand, the studies of Bakhtin and his Circle – particularly concerning the dialogic constitution of language – the main purpose of this Doctoral Dissertation in Linguistic Studies is to investigate the dialogic constitution of task proposal enunciations and response enunciations of performed tasks, respectively, by the professor/institution and by undergraduate students of a Bachelor Degree in Pedagogy – semi-distance learning – at the Virtual University of the State of São Paulo (Univesp). This main objective unfolds into other specific objectives: (i) investigating linguistic-discursive traces which evidence digital literacy practices valued by the professor/institution and digital literacy practices applied by undergraduate students, respectively, in the constitution of the proposal enunciation and the response enunciation; (ii) investigating the image which the professor/institution and undergraduate student create of themselves, the Other and the referent (taught/studied content) within space and time of a communication process understood as being synchronous and asynchronous; (iii) investigating interdiscursivity voices mobilized in the composition of proposal enunciations and response enunciations and their relation to the remote textualization process valued by the promoting institution. The material comprises six proposal enunciations and 144 response enunciations written by 24 undergraduate students (teachers in training) in the course Education and Language in the year 2010. Our hypothesis is that the dialogic proposal-response pair is formed differently in a face-to-face context and in a semi-distance context, given that, from the point of view of the promoting institution and public education policies, non-physical presence of the professor and the student in the same space and time requires the use of specific instructions, according to an enunciative architecture aimed at filling this “gap” in the textualization process. In assuming that the proposal-response dialogic pair is a verbal social activity which always implies in presence – as opposed to statements of scholars from the so-called great divide in the characterization of strict aspects for speech and writing –, we set the thesis whereby the written mode of enunciation is the main technology applied when constituting knowledge enunciated in the context of semi-distance learning, given that interlocutors who are physically distant, at different times, can thus be re(introduced) presentially into the scene. The research procedure is based on an ethnographic and discursive perspective (CORRÊA, 2011), which covers the history of meaning carried by particular formulations of a text. In this perspective, ethnographic data is treated as discursive facts which are simultaneous to particular formulations of texts. Among the achieved results, we highlight: (i) a critical view of the idea of autonomy of undergraduate students in distance learning, supported by a concept of presence in absence of the interlocutors in the textualization process; (ii) the fact that using digital technologies in the constitution of the enunciative architecture does not revoke the disymmetric relationship between the professor/institution and the undergraduate student, as implicitly stated in institutionalized discourses; (iii) the prevalence of the notion of school text, in a learning context whose main trace is virtualization and deterritorialization of knowledge.
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Palavras-chave
Letramentos, Dialogia, Par proposta-resposta, Escrita, Educação a distância, Literacies, Dialogism, Proposal-response pair, Writing, Distance learning