Orientador: Denise Bertoli Braga / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-11T13:58:50Z (GMT). No. of bitstreams: 1 Alves_MarioLuizNunes_M.pdf: 6618016 bytes, checksum: 5a472ed22a89cc318bf66912cbe8a20b (MD5) Previous issue date: 2008 / Resumo: A meta do estudo é analisar quais fatores podem interferir no desempenho e no sucesso de fóruns digitais pedagógicos e como tais fatores podem ser articulados para beneficiar o planejamento das atividades em disciplinas que contenham atividades realizadas em ambientes virtuais. A pesquisa considerou dois estudos de caso nos quais a ferramenta fórum foi utilizada com fins pedagógicos O primeiro estudo teve por foco uma disciplina de graduação em Língua Inglesa, na qual a professora visava simultaneamente discutir Inteligências Múltiplas, elaboração de projetos e formação de professores de Língua Inglesa. Como a discussão era realizada em língua estrangeira, era esperado que os alunos praticassem e desenvolvessem, por meio de tais discussões, seu domínio da língua-alvo. Esse primeiro estudo mostrou um conjunto de entraves que podem ter prejudicado a interação esperada. Na busca de explicar esses possíveis entraves, foram levantadas sete hipóteses distintas: proficiência na língua de interação, letramento no gênero ¿fóruns educacionais¿, organização do cronograma, organização do ambiente, comunidade, papel do docente e metas adequadas. O segundo estudo empírico foi realizado em uma condição mais privilegiada ¿ formação em tutoria virtual ¿ e visou retomar as hipóteses construídas no primeiro estudo com o objetivo de melhor delinear caminhos para o sucesso de fóruns virtuais. A conclusão do estudo sugere que o Ensino para a Compreensão pode ser um direcionamento produtivo na construção de fóruns digitais, se atrelado ao conjunto de fatores levantados no bojo das sete hipóteses explicativas construídas no âmbito do primeiro estudo / Abstract: This research intends to discuss ways of using digital forum on asynchronous courses. Its discussion is based on a master degree research which goal was to answer two questions: 1) which factors can influence on the success of digital forum with pedagogical purposes? 2) how could those factors be managed in order to promote meaningful activities for virtual environments? The research was carried out considering two different courses. The first one is a blended mode course offered in a Brazilian undergraduate Languages and Literatures Program, which is a face-to-face program. The professor in charge held an asynchronous forum as a tool to promote discussion after the face-to-face classes. From the evaluation the interaction that took place in the forums, seven hypotheses were put forward in order to explain possible reasons for success or failures while using asynchronous discussion in virtual environment, that are: proficiency on the interaction language, literacy on ¿educational forum¿ genre, schedule organization, virtual environment organization, community, coaches duties and problem solving. The second course analyzed was offered online. The aim of this course was to prepare teachers to work as virtual coaches on distance undergraduate programs of the same institution. The asynchronous interactions of the forums held in both courses have validated the seven formulated hypotheses, which could be considered on the designing of blended or online courses / Mestrado / Linguagem e Tecnologia / Mestre em Linguística Aplicada

This thesis deals with the problem of poetry understanding mainly in the school environment. The core theme is the tension between the rational literary studies analysis and the intimate experience of the poem, which is often shrouded in mystery. This work aims to explore this relationship and tries to find a possible connection between these two different approaches. The theoretical part presents possible approaches to the interpretation of poetry; the second part presents empirical data from classroom observation. Text is continuously compared with psychoanalytic theory. Powered by TCPDF (www.tcpdf.org)

In this work we deal with the position of obsolescent words, obsolete words and historicisms in the teaching of the Czech language and literature at the lower level of a one-year grammar school. We focus on layers of vocabulary, especially on the layer of time-tagged words, we explain the terms obsolescent word, obsolete word, archaism and historicisms in the theoretical part. We also focus on the reading comprehension process. We describe the ways in which readers deduce the meaning of unknown words. We analyse the system of curricular documents, textbooks and readers used at the lower grades of eight-year grammar school by the method of detailed reading in the practical part. Based on the results of the questionnaire survey, we also analyse the knowledge of pupils, their attitude to these words and the influence of the occurrence of these words on their reading and understanding.