A leitura em hipertexto foi difundida por meio da tecnologia da informação, sendo importante identificar em quais áreas esta tecnologia melhora a compreensão textual, quando comparada ao texto linear. Com o objetivo de verificar se o hipertexto facilita o reconto de idosos com Demência de Alzheimer, analisou-se 40 idosos: 25 com DAs prováveis, sendo 12 leves e 13 moderados; e 15 sem demência, com idades entre 60 e 84 anos e escolaridade acima de 4 anos. A compreensão textual mostrou ser uma tarefa sensível aos participantes com demência, cujo desempenho foi significativamente pior do que o dos idosos normais. A história em hipertexto auxiliou os participantes com DA leve. Os grupos de DA leve e moderada lembraram da idéia principal da história, contudo somente o grupo de demência inicial lembrou de detalhes. Verificou-se que quanto mais grave a demência maior o número de acréscimos ao enredo e menor o percentual de proposições lembradas. Os resultados sugerem que, devido à dificuldade das memórias de trabalho e episódica, os participantes recorreram a recursos, ainda presentes, da memória semântica para completar a história. / Hypertext reading was disseminated by means of information technology, and it is important to identify the areas in which this technology improves textual comprehension in comparison to linear text. With the objective of determining if hypertext makes recounting easier for elderly people with Alzheimer’s Dementia (AD), 40 elderly people, from 60 to 84 year of age and at least 4 years of schooling, were studied: 25 with probable AD, 12 of which mild and 13 moderate, and 15 that do not present dementia. Textual comprehension proved to be an arduous task for the participants with dementia, whose performance was significantly worse than normal elderly people. The story in hypertext helped the participants with mild AD. The groups with mild to moderate AD were able to remember the main idea of the story, though only the group with initial dementia remembered the details. It was established that the more serious the dementia, the greater the number of facts added to the plot and the lesser the percentage of propositions remembered. The results suggest that due to difficulties with the working memory, the participants appealed to resources still available in the semantic memory to complete the story.

A leitura em hipertexto foi difundida por meio da tecnologia da informação, sendo importante identificar em quais áreas esta tecnologia melhora a compreensão textual, quando comparada ao texto linear. Com o objetivo de verificar se o hipertexto facilita o reconto de idosos com Demência de Alzheimer, analisou-se 40 idosos: 25 com DAs prováveis, sendo 12 leves e 13 moderados; e 15 sem demência, com idades entre 60 e 84 anos e escolaridade acima de 4 anos. A compreensão textual mostrou ser uma tarefa sensível aos participantes com demência, cujo desempenho foi significativamente pior do que o dos idosos normais. A história em hipertexto auxiliou os participantes com DA leve. Os grupos de DA leve e moderada lembraram da idéia principal da história, contudo somente o grupo de demência inicial lembrou de detalhes. Verificou-se que quanto mais grave a demência maior o número de acréscimos ao enredo e menor o percentual de proposições lembradas. Os resultados sugerem que, devido à dificuldade das memórias de trabalho e episódica, os participantes recorreram a recursos, ainda presentes, da memória semântica para completar a história. / Hypertext reading was disseminated by means of information technology, and it is important to identify the areas in which this technology improves textual comprehension in comparison to linear text. With the objective of determining if hypertext makes recounting easier for elderly people with Alzheimer’s Dementia (AD), 40 elderly people, from 60 to 84 year of age and at least 4 years of schooling, were studied: 25 with probable AD, 12 of which mild and 13 moderate, and 15 that do not present dementia. Textual comprehension proved to be an arduous task for the participants with dementia, whose performance was significantly worse than normal elderly people. The story in hypertext helped the participants with mild AD. The groups with mild to moderate AD were able to remember the main idea of the story, though only the group with initial dementia remembered the details. It was established that the more serious the dementia, the greater the number of facts added to the plot and the lesser the percentage of propositions remembered. The results suggest that due to difficulties with the working memory, the participants appealed to resources still available in the semantic memory to complete the story.

A leitura em hipertexto foi difundida por meio da tecnologia da informação, sendo importante identificar em quais áreas esta tecnologia melhora a compreensão textual, quando comparada ao texto linear. Com o objetivo de verificar se o hipertexto facilita o reconto de idosos com Demência de Alzheimer, analisou-se 40 idosos: 25 com DAs prováveis, sendo 12 leves e 13 moderados; e 15 sem demência, com idades entre 60 e 84 anos e escolaridade acima de 4 anos. A compreensão textual mostrou ser uma tarefa sensível aos participantes com demência, cujo desempenho foi significativamente pior do que o dos idosos normais. A história em hipertexto auxiliou os participantes com DA leve. Os grupos de DA leve e moderada lembraram da idéia principal da história, contudo somente o grupo de demência inicial lembrou de detalhes. Verificou-se que quanto mais grave a demência maior o número de acréscimos ao enredo e menor o percentual de proposições lembradas. Os resultados sugerem que, devido à dificuldade das memórias de trabalho e episódica, os participantes recorreram a recursos, ainda presentes, da memória semântica para completar a história. / Hypertext reading was disseminated by means of information technology, and it is important to identify the areas in which this technology improves textual comprehension in comparison to linear text. With the objective of determining if hypertext makes recounting easier for elderly people with Alzheimer’s Dementia (AD), 40 elderly people, from 60 to 84 year of age and at least 4 years of schooling, were studied: 25 with probable AD, 12 of which mild and 13 moderate, and 15 that do not present dementia. Textual comprehension proved to be an arduous task for the participants with dementia, whose performance was significantly worse than normal elderly people. The story in hypertext helped the participants with mild AD. The groups with mild to moderate AD were able to remember the main idea of the story, though only the group with initial dementia remembered the details. It was established that the more serious the dementia, the greater the number of facts added to the plot and the lesser the percentage of propositions remembered. The results suggest that due to difficulties with the working memory, the participants appealed to resources still available in the semantic memory to complete the story.

Este trabalho teve como objetivo investigar se o Twitter é um novo gênero digital e apontar a aplicação que os professores de língua materna podem fazer do mesmo, em sala de aula, a partir do trabalho com microcontos. Para isso, primeiramente, alguns enunciados foram retirados do Twitter e analisados à luz dos preceitos bakhtinianos sobre gêneros do discurso para avaliar se o Twitter é ou não um gênero digital; num segundo momento, foram coletados 356 microcontos publicados no Twitter e dentre estes foram selecionados seis para serem analisados textual e discursivamente, segundo os pressupostos teóricos da Análise do Discurso. Buscamos, com isso, identificar os elementos da narração que permitem caracterizar o microconto como gênero literário, bem como reconhecer os efeitos de sentido presentes em cada micronarrativa. Os enunciados extraídos do Twitter demonstraram possuir uma estrutura textual regular, marcada por seu conteúdo temático, construção composicional e estilo, o que nos levou a constatar que o Twitter é, de fato, um gênero emergente no contexto da tecnologia digital. A análise textual dos microcontos revelou que a microliteratura reúne os elementos principais da narratividade e a análise discursiva mostrou que os efeitos de sentido de um microconto não estão apenas na sua materialidade textual, mas também na sua relação com a exterioridade. Concluímos, assim, que as práticas microcontistas que ocorrem no Twitter podem servir de subsídio para o ensino de língua materna, principalmente no que diz respeito à leitura e compreensão textual. Portanto, o Twitter desponta como novo gênero digital e seu uso pedagógico em sala de aula tem a vantagem principal de aliar a tecnologia ao processo de ensino-aprendizagem, atendendo às necessidades de uma sociedade cada vez mais digital. / This study aimed to investigate whether Twitter is a new digital genre and point an application that native language teachers can do with it in classroom by using short tales. First, some utterances were taken from Twitter and analyzed in the light of Bakhtins theoretical assumptions about discourse genres to verify whether the Twitter is a digital genre; after, 356 short tales posted on Twitter were collected and, among these, 6 short tales were selected for to be analysed textually and discursively, in agreement with theoretical assumptions of Discourse Analysis. We seek to identify the elements of narration that allow characterize short tale as a literary genre, as well as recognizing the effects of meaning present in each short narrative. The utterances extracted from Twitter demonstrated to have a regular textual structure, marked by their thematic content, style and compositional construction, which led us to find that Twitter is a genre emerging in the context of digital technology. The textual analysis of short tales showed that small literature keeps main elements of narrative and the discourse analysis showed that sense effects of a short tale arent only in textual materiality, but its also in the relation between short tale and externality. We conclude that written practices of short tales that occur on the Twitter can serve as support to teaching of native language, especially to reading and textual comprehension. Therefore, Twitter has emerged as a new digital genre and its pedagogical use in the classroom has the main advantage of combining technology and process of teaching and learning, satisfying needs of a society more and more digital.

L’apprentissage collaboratif assisté par ordinateur et les technologies d’e-learning devenant de plus en plus populaires et intégrés dans des contextes éducatifs, le besoin se fait sentir de disposer d’outils d’évaluation automatique et d’aide aux enseignants ou tuteurs pour les deux activités, fortement couplées, de compréhension de textes et collaboration entre pairs. Bien qu’une analyse de surface de ces activités est aisément réalisable, une compréhension plus profonde et complète du discours en jeu est nécessaire, complétée par une analyse de l’information méta-cognitive disponible par diverses sources, comme par exemples les auto-explications des apprenants. Dans ce contexte, nous utilisons un modèle dialogique issu des travaux de Bakhtine pour analyser les conversations collaboratives, et une approche théorique visant à unifier les activités de compréhension et de collaboration dans un même cadre, utilisant la construction de graphes de cohésion. Plus spécifiquement, nous nous sommes centrés sur la dimension individuelle de l’apprentissage, analysée à partir de l’identification de stratégies de lecture et sur la mise au jour d’un modèle de la complexité textuelle intégrant des facteurs de surface, lexicaux, morphologiques, syntaxiques et sémantiques. En complément, la dimension collaborative de l’apprentissage est centrée sur l’évaluation de l’implication des participants, ainsi que sur l’évaluation de leur collaboration par deux modèles computationnels: un modèle polyphonique, défini comme l’inter-animation de voix selon de multiples perspectives, un modèle spécifique de construction sociale de connaissances, fondé sur le graphe de cohésion et un mécanisme d’évaluation des tours de parole. Notre approche met en œuvre des techniques avancées de traitement automatique de la langue et a pour but de formaliser une évaluation qualitative du processus d’apprentissage. Ainsi, deux perspectives fortement interreliées sont prises en considération : d’une part, la compréhension, centrée sur la construction de connaissances et les auto-explications à partir desquelles les stratégies de lecture sont identifiées ; d’autre part la collaboration, qui peut être définie comme l’implication sociale, la génération d’idées ou de voix en interanimation dans un contexte donné. Des validations cognitives de nos différents systèmes d’évaluation automatique ont été réalisées, et nous avons conçu des scénarios d’utilisation de ReaderBench, notre système le plus avancé, dans différents contextes d’enseignement. L’un des buts principaux de notre modèle est de favoriser la compréhension vue en tant que « médiatrice de l’apprentissage », en procurant des rétroactions automatiques aux apprenants et enseignants ou tuteurs. Leur avantage est triple: leur flexibilité, leur extensibilité et, cependant, leur spécificité, car ils couvrent de multiples étapes de l’activité d’apprentissage, de la lecture de matériel d’apprentissage à l’écriture de synthèses de cours en passant par la discussion collaborative de contenus de cours et la verbalisation métacognitive de jugements de compréhension, afin d’obtenir une perspective complète du niveau de compréhension et de générer des rétroactions appropriées sur le processus d’apprentissage collaboratif. / With the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. Whereas a shallow or surface analysis is easily achievable, a deeper understanding of the discourse is required, extended by meta-cognitive information available from multiple sources as self-explanations. In this context, we use a polyphonic model of discourse derived from Bakhtin’s work as a paradigm for analyzing CSCL conversations, as well as cohesion graph building designed for creating an underlying discourse structure. This enables us to address both general texts and conversations and to incorporate comprehension and collaboration specific activities in a unique framework. As specificity of the analysis, in terms of individual learning we have focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model integrating surface, word specific, morphology, syntax and semantic factors. Complementarily, the collaborative learning dimension is centered on the evaluation of participants’ involvement, as well as on collaboration assessment through the use of two computational models: a polyphonic model, defined in terms of voice inter-animation, and a specific social knowledge-building model, derived from the specially designed cohesion graph corroborated with a proposed utterance scoring mechanism. Our approach integrates advanced Natural Language Processing techniques and is focused on providing a qualitative estimation of the learning process. Therefore, two tightly coupled perspectives are taken into consideration: comprehension on one hand is centered on knowledge-building, self-explanations from which multiple reading strategies can be identified, whereas collaboration, on the other, can be seen as social involvement, ideas or voices generation, intertwining and inter-animation in a given context. Various cognitive validations for all our automated evaluation systems have been conducted and scenarios including the use of ReaderBench, our most advanced system, in different educational contexts have been built. One of the most important goals of our model is to enhance understanding as a “mediator of learning” by providing automated feedback to both learners and teachers or tutors. The main benefits are its flexibility, extensibility and nevertheless specificity for covering multiple stages, starting from reading classroom materials, to discussing on specific topics in a collaborative manner, and finishing the feedback loop by verbalizing metacognitive thoughts in order to obtain a clear perspective over one’s comprehension level and appropriate feedback about the collaborative learning processes.