Grupos online em contextos educacionais: uma oportunidade para argumentação
Barra lateral de artigos
Conteúdo do artigo principal
Resumo
O objetivo deste artigo é explorar como alunos e professores utilizaram posts em cinco grupos no Facebook e como a argumentação surgiu como uma atividade comunicativa. Para entender tal processo argumentativo, este estudo está baseado na Teoria da Atividade Sócio-Histórico-Cultural (TASCH), e sob uma perspectiva metodológica que possibilita aos participantes a agirem como coautores da pesquisa. Nós coletamos dados dos posts de cinco grupos de professor-alunos no Facebook, de fevereiro de 2013 a junho de 2014, que foram analisados qualitativamente, considerando aspectos linguísticos e discursivos dos posts. Nossos resultados demonstraram que em situações em que houve colaboração entre os alunos (nos posts), houve uma transição de um discurso autoritário para um discurso internamente persuasivo nos posts.
Downloads
Detalhes do artigo
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
Referências
ARISTOTLE. The art of rethoric. Harvard: Harvard University Press, 1926.
BAKHTIN, Mikhail. Dialogic imagination: four essays by M. M. Bakhtin. Austin: University of Texas Press, 1981.
BAKHTIN, Mikhail. The problem of speech genre. Speech genres and other late essays. Slavic Series. Austin: University of Texas Press, 1952. .
BILLIG, Michael. Arguing and thinking: a rhetorical approach to social psychology. 2. ed. Cambridge: Cambridge University Press, 1996.
BOURKE, Roseanna; MCGEE, Alyson. The challenge of change: using activity theory to understand a cultural innovation. Journal of Educational Change, v. 13, n. 2, p. 217–233, 2012.
BRASIL, M E C. Ensino Médio Inovador [Innovative Secondary Education]. . Brasil: Ministério da Educação. Disponível em: <http://portal.mec.gov.br/dmdocuments/ensino_medioinovador.pdf>. , 2009
BRASIL, M E C. Leis de diretrizes e bases da educação. (Ministério da Educação e Cultura, Org.). Brasil: Ministério da Educação e Cultura. Disponível em: <http://portal.mec.gov.br/arquivos/pdf/ldb.pdf>. , 1996
CRESS, Ulrike; MOSKALIUK, Johannes; JEONG, Heisawn. Mass collaboration and education. , Computer-supported collaborative learning series; Computer-supported collaborative learning series. [S.l.]: Springer. Disponível em: <http://lib.myilibrary.com?id=897283>. , 2016
CUNHA JR., Fernando Rezende Da. Online groups in secondary education: Communicating for changing educational practices. 2017. 150 f. Vrije Universiteit Amsterdam, 2017.
CUNHA JR., Fernando Rezende Da; VAN KRUISTUM, Claudia; VAN OERS, Bert. Teachers and Facebook: using online groups to improve students’ communication and engagement in education. Communication Teacher, v. 30, n. 04, p. 228–241, 2016. Disponível em: <http://www.tandfonline.com/doi/abs/10.1080/17404622.2016.1219039>.
CUNHA JR., Fernando Rezende Da; VAN OERS, Bert; KONTOPODIS, Michalis. Collaborating on Facebook: teachers exchanging experiences through social networking sites. Cultural-Historical Psychology, v. 12, n. 3, p. 290–309, 2016.
CUNHA JR., Fernando Rezende et al. Students on Facebook: from observers to collaborative agents. Mind, Culture, and Activity, v. 26, n. 4, p. 336–352, 2019.
ENGESTRÖM, Yrjö. Learning by expanding: an activity-theoretical approach to developmental research. 2. ed. Cambridge: Cambridge University Press, 2015.
FORMAN, Ellice Ann et al. Discursive strategies that foster an epistemic community for argument in a biology classroom. Learning and Instruction, p. 1–8, 2016. Disponível em: <http://dx.doi.org/10.1016/j.learninstruc.2016.08.005>.
FREIRE, Paulo. Pedagogy of the oppressed. New York: Herder and Herder, 1970.
LARRAIN, Antonia; FREIRE, Paulina; HOWE, Christine. Science teaching and argumentation: one-sided versus dialectical argumentation in Chilean middle-school science lessons. International Journal of Science Education, v. 36, n. 6, p. 1017–1036, 2014. Disponível em: <http://www.scopus.com/inward/record.url?eid=2-s2.0-84893777162&partnerID=tZOtx3y1%5Cnhttp://www.tandfonline.com/doi/abs/10.1080/09500693.2013.832005>.
LEE, Miyoung; KIM, Hyewon; KIM, Minjeong. The effects of Socratic questioning on critical thinking in web-based collaborative learning. Education as Change, v. 18, n. 2, p. 285–302, 2014.
LEMOS, Monica Ferreira; CUNHA JR, Fernando. Facebook in Brazilian schools: mobilizing to fight back. Mind, Culture and Activity, 2017.
LEMOS, Monica; LIBERALI, Fernanda; TOIVIAINEN, Hanna. The Creative Chain as a possibility of overcoming educational management encapsulation. 2015, Singapore: Research Work and Learning, 2015. Disponível em: <http://www.rwl2015.com/papers/Paper109.pdf>.
LEONTIEV, Aleksei Nikolaevich. Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall, 1978. Disponível em: <http://www.marxists.org_archive_leontev_works_activity-consciousness>.
LIBERALI, Fernanda; FUGA, Valdite Pereira. Argumentação e formação/gestão de educadores no quadro da Teoria da Atividade Sócio-Histórico-Cultural [Argumentation and educators training/management from Cultural-Historical Activity Theory]. Revista do Programa de Pós-Graduação em Letras da Universidade de Passo Fundo, v. 8, n. 2, p. 131–151, 2012.
LISINA, M. I. Child, adults, peers: patterns of communication. 1. ed. Moscow: Progress Publishers, 1985.
MAGALHÃES, Maria Cecília Camargo. Intervention research in a public elementary school: a critical-collaborative teacher education project on reading and writing. Outlines, v. 17, n. 1, p. 39–61, 2016. Disponível em: <http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/24205>.
MAGALHÃES, Maria Cecília Camargo. Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]. The ESPecialist, v. 19, n. 2, p. 169–184, 1998.
MAGALHÃES, Maria Cecília Camargo. Theoretical-methodological choices in AL research: critical research of collaboration in teacher education. Inter Fainc, v. 1, n. 1, p. 34–45, 2011.
MATUSOV, Eugene; DUYKE, Katherine Von. Bakhtin’ s notion of the internally persuasive discourse in education: internal to what? 2010, Stockholm: Stockholm University, 2010. p. 174–199.
MERCER, Neil; LITTLETON, Karen. Dialogue and the development of children’s thinking: a sociocultural approach. 1. ed. New York: Routledge, 2007.
MORTIMER, Eduardo F. Dialogic and authoritative discourse: a constitutive tension of science classroom. 2005, Lyon: Université Lumière, 2005. p. 1–4.
MOYO, Partson Virira; KIZITO, Rita. Prospects and challenges of using the argumentation instructional method to indigenise school science teaching. African Journal of Research in Mathematics, Science and Technology Education, v. 18, n. 2, p. 113–124, 2014. Disponível em: <http://www.tandfonline.com/doi/abs/10.1080/10288457.2014.912831>.
NARDI, Elena; BIZA, Irene; ZACHARIADES, Theodossios. “Warrant” revisited: integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics, v. 79, n. 2, p. 157–173, 2012.
PARRILLA, Angeles. Os grupos de apoio entre professores no contexto espanhol: origem, sentido e justificativa [Support groups among teachers in the Spanish context: origin, meaning and justification]. In: PARRILLA, ANGELES; DANIELS, HARRY (Org.). . Criação e desenvolvimento de grupos de apoio entre professores. São Paulo: Edições Loyola, 2004. p. 45–66.
PERELMAN, Chaïm; OLBRECHTS-TYTECA, Lucie. The new rhetoric: a treatise on argumentation. Notre Dame: University of Notre Dame Press, 1971.
PONTECORVO, Clotilde. Discutir, argumentar e pensar na escola. O adulto como regulador da aprendizagem [Discussing, arguing and thinking at school. The adult as learning regulator]. In: PONTECORVO, CLOTILDE; AJELLO, ANNA MARIA; ZUCCHERMAGLIO, CRISTINA (Org.). . Discutindo se aprende. Porto Alegre: Artmed Editora, 2005. p. 65–88.
QHOBELA, Makomosela; MORU, Eunice Kolitsoe. Learning physics through argumentation at secondary school level in Lesotho: a feasible teaching strategy? African Journal of Research in Mathematics, Science and Technology Education, v. 15, n. 2, p. 205–220, 2011. Disponível em: <http://www.tandfonline.com/doi/abs/10.1080/10288457.2011.10740713>.
ROMMETVEIT, R. On message structure. 1. ed. London: John Wiley & Sons, 1974.
SCHWARZ, Baruch B.; DE GROOT, Reuma. Argumentation in a changing world. International Journal of Computer-Supported Collaborative Learning, v. 2, n. 2–3, p. 297–313, 2007.
SCHWARZ, Baruch B et al. Construction of collective and individual knowledge in argumentative activity. Journal of the Learning Sciences, v. 12, n. 2, p. 219–256, 1 abr. 2003. Disponível em: <http://dx.doi.org/10.1207/S15327809JLS1202_3>.
STEGMANN, Karsten; WEINBERGER, Armin; FISCHER, Frank. Facilitating argumentative knowledge construction with computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, v. 2, n. 4, p. 421–447, 2007.
THARP, Roland G. et al. (Org.). Teaching transformed. Achieving excellence, fairness, inclusion and harmony. Boulder, Colorado: Westview Press, 2000.
TOULMIN, Stephen. The uses of argument. New York: Cambridge University Press, 2003.
TRIANTAFILLOU, Chrissavgi; SPILIOTOPOULOU, Vasiliki; POTARI, Despina. The nature of argumentation in school mathematics and physics texts: the case of periodicity. International Journal of Science and Mathematics Education, v. 14, n. 4, p. 681–699, 2016.
VAN OERS, Bert. Educational innovation between freedom and fixation: the cultural-political construction of innovations in early childhood education in the Netherlands. International Journal of Early Years Education, v. 21, n. 2–3, p. 178–191, 2013a.
VAN OERS, Bert. Is it play? Towards a reconceptualization of role play from an activity theory perspective. European Early Childhood Education Research Journal, v. 21, n. 2, p. 185–198, 2013b.
VYGOTSKY, L S. Thinking and speech. New york: Plenum Press, 1988. v. 1. (The collected works of L. S. Vygotsky).