Educação a distância, interação e movimentos retóricos

• Autor(a) principal: Navarro, Aidil Soares
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/19210
• topic: Língua Portuguesa; Educação a distância; Interação; Portuguese Language; Distance education; Interaction; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

The main objective of this Mastership Essay is to present the results of a research about Interaction and rhetorical movements in Distance Education (DE). For that, brings together studies related to discourse (interactional processes), the passions and arguments in Rhetoric and draws on studies of other areas of knowledge to associate universe of opinions and values and their relation to the learning that occurs in the Virtual Learning Environment (VLE) through the process of interaction between teacher and student. In this study, we collected impressions, opinions and values of 22 students of a Pedagogy course in the distance modality. Composes the universe of interviewees, from the desire of the students who agreed to participate in the study, 19 female students, 3 male students, inhabitants of Belmonte city, in Bahia, and of cities in ABCDM area (Santo André, São Bernardo do Campo, São Caetano do Sul and Mauá), in the State of São Paulo, with ages between 22 and 57 years. To support the reflections contained in the research, we made use of theoretical presuppositions presented by Maia and Mattar (2007) and Moore and Kearsley (2010) in what concern to questions relating to DE. In regard to the rhetoric, Aristotle (2000), Meyer (2007), Perelman and Oldbrecht-Tyteca (2005) served as a support for the comprehension of specificities of speech, ethos constitution and pathos effects. The reflections of Marcuschi (2007) about interaction constituted a very useful foundation for the comprehension of intricate process that establishes human relationships. The results showed that 60.5% of people submitted to the research, the majority understands and considers valid the process of interaction that occurs in the VLE; 12.1% have not formed an opinion about the subject and 27.4% remain with doubt, anguish, insecurity and sadness. In general, the results indicate that students feel happy, joyful and accomplished; consider that DE is a modality that came contribute to the learning from those who, for different reasons, have not their courses completed at the expected age