Cerâmica : interação e produção de sentido na educação a distância

Abstract

This research aims to observe the interactions between students, teachers and tutors present in the Virtual Learning Environment, aiming at an understanding of the context studied and the attitudes and interactions in the process of teaching and learning that occurs in this virtual environment. For the analysis, were selected the forums (Forum Building Knowledges, Forum Knowledgebases and Forum of Tutors) of discipline of Course Ceramics, Course of Visual Arts degree, modality open education, of the Federal University of Espirito Santo (UFES). As the course was offered to 22 training poles, were elected to analyze the posts of the students of Aracruz and Santa Teresa. The methodology used was the virtual ethnography, by including studies in/and in the cyberspace/virtual environment. As an theoretical background, were used the assumptions of sociossemiotics, especially based on the researcher Eric Landowski (1992, 2001, 2002, 2005) by enable the apprehension of the meanings of the discourse and practices of the educational/virtual environment. In the virtual environment, the construction of knowledge occurs in the first instance, without the need of the relationship between the classroom teacher and student, and the narratives become instruments of mediation in the construction of this knowledge. In this environment, the relationships are established from the formation of different types of roles and identities. It is through this interaction, mediated by the Virtual Learning Environment (VLE), which involved subjects construct their actions and their acts from each dislocation and participation in this virtual environment, reshaping and redefining their practices. Landowski (2009) states that our relationships are fraught with meaning, emotions that spring from our everyday experience, invalidating any form of objectivity and predictable regularity, as it is the sense. It is this sense that this research aims to reveal, through the regimes of discursive semiotics