Atividades de escrita em contextos de educação a distância.

Abstract

E-learning makes a higher number of people who do not have time to go to a formal school have access to continuous formation. In this context, the Mídias (MEC/SEED/DPCEAD) Course, favoring the continuous teaching formation via a mediaintegrated use – radio, TV and video, print material and the Internet – related to teaching and learning is an example. The Mídias student, i.e., the teacher who is taking this continuous formation course, is evaluated according to written activities proposed by the Modules forming the Basic Cycle. This dissertation aims to achieve the following general objective: to discuss the concepts of written activities as well as the concept of being a teacher that are adopted in the Modules of the Mídias Course. The specific objectives are: a) to identify the concepts of written activity and the concepts of being a teacher in the Modules; b) to analyze the impact of such concepts in the development of the Course; and, c) to analyze the implications of the concept of written activities in the formation of the student. In order to achieve such objectives, this dissertation has followed a descriptive/interpretative methodology, following a qualitative approach, with a corpus composed of written activities done by the students of the Basic Cycle, who are already teachers. The data were analysed theoretical-analytically, and the theoretical framework focused on written concept studies, letramentos, genre and injunctive sequence, according to scholars such as Araújo (2005); Bakhtin (1979 & 2000); Bazerman (2005); Lévy (1999); Marcuschi (2005), who informed the theory for the data categorization and analysis, guiding the comprehension of the fact that written activities can be divided into three classifications: Content Support, Theory and Opinion Articulation, and Managing Mobilized Knowledge. Such classifications differentiate the objectives of the text production asked in the written activities, and indicate, respectively, that there are activities that require the student’s opinion, without necessarily having a relationship with the content studied or exposing a critical-reflexive position in relation to the topic under study, the written activities requiring a response related to the Module content and written activities that suggest the application of the content studied in a school context. As an answer to the queries asked to guide this dissertation, the written activities that do not present a deeper theory or methodology involved in the questions about the use of media integrated to the teaching and learning process, as well as in the written activities that favor a critical reflexive analysis on the teaching practice have prevailed, due to the fact that the students are taking part of a continuous formation course.