Interação professor-aluno em ambiente virtual de aprendizagem: uma análise da linguagem em cursos b-learning

Abstract

Human communication is a crucial aspect in its technological development, especially with the encoding messages and the emergence of languages. Knowledge about these languages allows interaction in groups that have this common interest, but the traditional school environments are finding difficulties in this kind of regard. Individuals in training are not limited to more institutionalized learning communities, and they are starting to interact with the information shared and without any hierarchies in virtual spaces. From this, training courses are created aiming to sensitize educators to new forms of interaction and acquisition of knowledge options, facilitated by digital resources. In this perspective, this research seeks to analyze the teacher-student interaction in virtual learning environment of two b-learning courses (combination of moments and practices online and offline), according to the language that was used. As a theoretical framework, it was used the works of Mendes (2013) and Kozinets (2014), to define netnography as a methodology; Oliveira (2012), Araújo and Moura (2005) and Bolzan and Isaia (2010) were used to define the approach of teacher education; Cajal (2001), Crystal (2005), Kerbrat-Orecchioni (2006) and Madalena (2013) for interaction, language and netiquette; Braga (2013), Kearsley (2011), Moore and Kearsley (2007) and Palloff and Pratt (2013), for education and online environments. In this study, we obtained the logbook of experiences and categories created from messages between members from the communities. From this, it is concluded that the observed public - teachers in continuing education and students of the 3rd year - do not use the same language to communicate, on this account the first explores the politeness and formality and the second, search affective approach and integration knowledge, although this group make clear their need for basic guidelines for the integration process. The technical limitations encountered during the development of the online support course, and the virtual absence in the dialogues analyzed are also important results to be appointed, because it determined adaptations that occurred during the research.