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A multimodalidade na educação à distância brasileira: estratégias discursivas diante do desafio de ensinar teoria e prática em cursos técnicos não presenciais
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A presente tese consiste em um trabalho cujo objetivo geral é estudar a multimodalidade enquanto estratégia discursiva com fins didático-pedagógicos em um curso técnico à distância. Para tanto, formamos dois Corpora com materiais de um curso em EAD do Instituto Universal Brasileiro que foram publicados em 1983 e 2018. A escolha de duas publicações do mesmo curso foi motivada pelo nosso interesse em verificar quais as estratégias multimodais permaneceram e quais foram modificadas depois da nova edição de 2018. Ao identificarmos tais mudanças ou permanências, poderemos inferir fatores didático-pedagógicos, históricos e sociais a influenciar no fazer docente circunscrito ao ensino técnico à distância no Brasil.
Com tal objetivo geral em mente, buscamos referenciais teóricos nos campos da LSF (Linguística Sistêmico-Funcional), da Linguística Geral, da Semiótica, da Semiótica Social, da Análise do Discurso e da Linguística Cognitiva. Além desses campos científicos, apoiamo-nos em trabalhos da História do Brasil, da História da Educação Brasileira, como também buscamos estudos sobre a EAD no Brasil com foco em sua história e suas características legais e sociais.
This thesis’s main aim is to study multimodality as a discursive strategy with didactic-pedagogical purposes in a technical course that is taught through distance education. To this end, we formed two Corpora with materials that were published by Instituto Universal Brasileiro in 1983 and in 2018. The choice of two publications from the same course was motivated by our interest in verifying which multimodal strategies remained and which were modified after the launch of the 2018 new edition. By identifying such changes or preservations, we will be able to infer didactic-pedagogical, historical, and social factors that may influence the teaching practice in a distance technical education process in Brazil. Keeping this main aim in mind, we searched for theoretical references in the fields of SFL (Systemic-Functional Linguistics), General Linguistics, Semiotics, Social Semiotics, Discourse Analysis, and Cognitive Linguistics. In addition to these scientific fields, we rely on works from the History of Brazil, the History of Brazilian Education, as well as on studies about distance education in Brazil, especially the ones that are focused on distance education history, its legal constraints, and its social characteristics.
This thesis’s main aim is to study multimodality as a discursive strategy with didactic-pedagogical purposes in a technical course that is taught through distance education. To this end, we formed two Corpora with materials that were published by Instituto Universal Brasileiro in 1983 and in 2018. The choice of two publications from the same course was motivated by our interest in verifying which multimodal strategies remained and which were modified after the launch of the 2018 new edition. By identifying such changes or preservations, we will be able to infer didactic-pedagogical, historical, and social factors that may influence the teaching practice in a distance technical education process in Brazil. Keeping this main aim in mind, we searched for theoretical references in the fields of SFL (Systemic-Functional Linguistics), General Linguistics, Semiotics, Social Semiotics, Discourse Analysis, and Cognitive Linguistics. In addition to these scientific fields, we rely on works from the History of Brazil, the History of Brazilian Education, as well as on studies about distance education in Brazil, especially the ones that are focused on distance education history, its legal constraints, and its social characteristics.
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Multimodalidade (Linguística) Análise do discurso Ensino à distância - Brasil Ensino técnico - Brasil Teses de doutoramento - 2022