Análise de interações interlocutivas em um portal educacional online: tema e valoração

Abstract

This study presents a interlocutive interaction analysis in discussion forums named: “Comic books and literary classics”, “Film adaptation” and “Internetês”, inserted in Hora Atividade Interativa (HAI), an online platform of continuing education on Portal Educacional do Estado do Paraná (Portal Dia a Dia Educação). It was aimed to comprehend on this study how this interlocutive interaction in continuing education with Portuguese teachers on the online platform happen, resulting in a communication through digital technology. This investigation directed the analysis specifically to HAI as the online platform that promotes discussion in the forums in Portal Dia a Dia Educação, mostly to teachers and others involved in this online interaction, and how the sociodiscursive interactions are connected, aiming to comprehend the unbalancing relation between interlocutors. To discuss the subject, this study was theoretically based on the Dialogic Concept of Language, from Bakhtin’s Circle (BAKHTIN, 2003[1979]; 2015[1975]; VOLOCHÍNOV, 2013[1930]), to approach the concepts of language, utterance and discourse. Moreover, it mobilizes concepts from Applied Linguistics concerning continuing education presented in: Kleiman (2001), (2005); Rojo, (2000), (2009), (2013); Signorini, (2006). Methodologically, an interpretive-qualitative research was carried out (CELANI, 2005; DENZIN e LINCOLN, 2006 e MINAYO, 2013). From the data collected, utterance produced in three Portal forums were analyzed, from May to September of 2012 and May of 2013. These periods comprehend the only 3 (three) semester meetings of the subject Portuguese at forums. The interlocutors of the utterances were: Portuguese teachers from state schools of Paraná, subjects in continuing education and workers from Secretariat of Education and Technology Board in the state of Paraná, promoting agency. The research focused on describing/analyzing the utterances’ social auditorium; the utterances’ evaluative and themed horizons; the teachers’ voices of authorship; the conceptualization of content in teaching/apprenticeship and the conception of Language. As results, in continuing education context, the analysis pointed out to a more content approach on the themes presented in continuing education, as well as a prominent appreciation of the available materials and the official demand rather than the teacher’s beliefs acquired in the classroom.