Sensitive and intelligible interactions in a digital learning platform: a semiotic approach
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Texto digital |
Texto Completo: | https://periodicos.ufsc.br/index.php/textodigital/article/view/84253 |
Resumo: | Educational teaching platforms provide access to formal knowledge and, at the same time, a diversification in the topics and ways of learning, since they use various mechanisms that consider relevant in a single digital space. This paper aims to examine the Me Salva! platform from the theoretical and methodological framework of French semiotics. In particular, this work uses the regime of interactions and meanings elaborated by Eric Landowski as a starting point for the analysis of the site in question, taking the student-subject as the point of view. We divided our analysis into two blocks: one referring to the intelligible dimension of signification and other referring to the sensitive dimension of meaning. It was found that, in the discourse of the platform, the realization of programmed interactions predominates, to the extent that there is a whole automation necessary for the subject-student to access the content of this website. However, there are also other interactional possibilities in the same platform, such as the manipulation that the brand performs to buy packages, as well as a relation of adjustment, in a more sensitive dimension of this relation study site and subject-student. We were able, in the same way, to observe how the subject-student, on the platform, has at least two major paths to tread in its relationship with the plane of expression of the page. We hope that the most recent theoretical postulates of semiotics can contribute to the discussion about methodology and ways of interacting to optimize the students' performance. |
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Sensitive and intelligible interactions in a digital learning platform: a semiotic approachInterações sensíveis e inteligíveis em uma plataforma de aprendizagem digital: uma abordagem semióticaPlataforma Educacional de EnsinoSociossemióticaInteraçãoEric LandowskiEducational PlatformSocio-semioticsInteractionEric LandowskiEducational teaching platforms provide access to formal knowledge and, at the same time, a diversification in the topics and ways of learning, since they use various mechanisms that consider relevant in a single digital space. This paper aims to examine the Me Salva! platform from the theoretical and methodological framework of French semiotics. In particular, this work uses the regime of interactions and meanings elaborated by Eric Landowski as a starting point for the analysis of the site in question, taking the student-subject as the point of view. We divided our analysis into two blocks: one referring to the intelligible dimension of signification and other referring to the sensitive dimension of meaning. It was found that, in the discourse of the platform, the realization of programmed interactions predominates, to the extent that there is a whole automation necessary for the subject-student to access the content of this website. However, there are also other interactional possibilities in the same platform, such as the manipulation that the brand performs to buy packages, as well as a relation of adjustment, in a more sensitive dimension of this relation study site and subject-student. We were able, in the same way, to observe how the subject-student, on the platform, has at least two major paths to tread in its relationship with the plane of expression of the page. We hope that the most recent theoretical postulates of semiotics can contribute to the discussion about methodology and ways of interacting to optimize the students' performance.As plataformas educacionais de ensino proporcionam acesso ao conhecimento formal e, ao mesmo tempo, a uma diversificação nos temas e nos modos de aprendizado, uma vez que poderá se valer de variados mecanismos que considerar pertinente em um único espaço digital. Este trabalho tem por objetivo examinar a plataforma Me Salva! a partir do quadro teórico e metodológico da semiótica de linha francesa. Em especial, este trabalho recorre ao regime de interações e sentidos elaborado por Eric Landowski como ponto de partida para análise da plataforma, tomando como ponto de vista o sujeito-estudante. Dividimos nossa análise em dois grandes blocos: um referente à dimensão inteligível da significação e outro referente à dimensão sensível do sentido. Constatou-se que, no discurso da plataforma, predomina a realização de interações programadas, na medida em que há toda uma automatização necessária para que o sujeito-estudante possa acessar o conteúdo da plataforma. Contudo, há também outras possibilidades interacionais na mesma plataforma, como a manipulação que a marca realiza para que se compre pacotes, assim como uma relação de ajustamento, em uma dimensão mais sensível dessa relação plataforma e sujeito-estudante. Pudemos, assim, observar como o sujeito-estudante, na plataforma, tem ao menos dois grandes caminhos a trilhar em sua relação com o plano de expressão da plataforma. Esperamos que os postulados teóricos mais recentes da semiótica possam contribuir com a discussão sobre metodologia e modos de interagir com o intuito de otimizar o desempenho dos alunos.Center for Research in Computing, Literature, and Linguistics (NuPILL)2022-11-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/textodigital/article/view/8425310.5007/1807-9288.2022.e84253Texto Digital; Vol. 18 No. 2 (2022): As artes digitais e seu amplo campo — Parte II; 124-144Texto Digital; Vol. 18 No 2 (2022): As artes digitais e seu amplo campo — Parte II; 124-144Texto Digital; v. 18 n. 2 (2022): As artes digitais e seu amplo campo — Parte II; 124-1441807-9288reponame:Texto digitalinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/textodigital/article/view/84253/51930Copyright (c) 2022 Alexandre Marcelo Bueno, Alessandro Itokazu Vasconcelloshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBueno, Alexandre MarceloVasconcellos, Alessandro Itokazu 2022-11-09T18:20:07Zoai:periodicos.ufsc.br:article/84253Revistahttp://www.periodicos.ufsc.br/index.php/textodigitalPUBhttps://periodicos.ufsc.br/index.php/textodigital/oaitextodigital@cce.ufsc.br1807-92881807-9288opendoar:2022-11-09T18:20:07Texto digital - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach Interações sensíveis e inteligíveis em uma plataforma de aprendizagem digital: uma abordagem semiótica |
title |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach |
spellingShingle |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach Bueno, Alexandre Marcelo Plataforma Educacional de Ensino Sociossemiótica Interação Eric Landowski Educational Platform Socio-semiotics Interaction Eric Landowski |
title_short |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach |
title_full |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach |
title_fullStr |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach |
title_full_unstemmed |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach |
title_sort |
Sensitive and intelligible interactions in a digital learning platform: a semiotic approach |
author |
Bueno, Alexandre Marcelo |
author_facet |
Bueno, Alexandre Marcelo Vasconcellos, Alessandro Itokazu |
author_role |
author |
author2 |
Vasconcellos, Alessandro Itokazu |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bueno, Alexandre Marcelo Vasconcellos, Alessandro Itokazu |
dc.subject.por.fl_str_mv |
Plataforma Educacional de Ensino Sociossemiótica Interação Eric Landowski Educational Platform Socio-semiotics Interaction Eric Landowski |
topic |
Plataforma Educacional de Ensino Sociossemiótica Interação Eric Landowski Educational Platform Socio-semiotics Interaction Eric Landowski |
description |
Educational teaching platforms provide access to formal knowledge and, at the same time, a diversification in the topics and ways of learning, since they use various mechanisms that consider relevant in a single digital space. This paper aims to examine the Me Salva! platform from the theoretical and methodological framework of French semiotics. In particular, this work uses the regime of interactions and meanings elaborated by Eric Landowski as a starting point for the analysis of the site in question, taking the student-subject as the point of view. We divided our analysis into two blocks: one referring to the intelligible dimension of signification and other referring to the sensitive dimension of meaning. It was found that, in the discourse of the platform, the realization of programmed interactions predominates, to the extent that there is a whole automation necessary for the subject-student to access the content of this website. However, there are also other interactional possibilities in the same platform, such as the manipulation that the brand performs to buy packages, as well as a relation of adjustment, in a more sensitive dimension of this relation study site and subject-student. We were able, in the same way, to observe how the subject-student, on the platform, has at least two major paths to tread in its relationship with the plane of expression of the page. We hope that the most recent theoretical postulates of semiotics can contribute to the discussion about methodology and ways of interacting to optimize the students' performance. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-11-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/textodigital/article/view/84253 10.5007/1807-9288.2022.e84253 |
url |
https://periodicos.ufsc.br/index.php/textodigital/article/view/84253 |
identifier_str_mv |
10.5007/1807-9288.2022.e84253 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/textodigital/article/view/84253/51930 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Alexandre Marcelo Bueno, Alessandro Itokazu Vasconcellos http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Alexandre Marcelo Bueno, Alessandro Itokazu Vasconcellos http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Center for Research in Computing, Literature, and Linguistics (NuPILL) |
publisher.none.fl_str_mv |
Center for Research in Computing, Literature, and Linguistics (NuPILL) |
dc.source.none.fl_str_mv |
Texto Digital; Vol. 18 No. 2 (2022): As artes digitais e seu amplo campo — Parte II; 124-144 Texto Digital; Vol. 18 No 2 (2022): As artes digitais e seu amplo campo — Parte II; 124-144 Texto Digital; v. 18 n. 2 (2022): As artes digitais e seu amplo campo — Parte II; 124-144 1807-9288 reponame:Texto digital instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Texto digital |
collection |
Texto digital |
repository.name.fl_str_mv |
Texto digital - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
textodigital@cce.ufsc.br |
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1797174794896015360 |