O gênero digital fórum: a interatividade e a construção de sentido na educação

Abstract

The objective of this research is to analyze the relationship between distance education and the potential uses of the digital genre fórum, applied to promote interactivity and the construction of meaning. The study is qualitative in nature and has as it locus Prática de Ensino II course of undergraduate UERJ / consortium CEDERJ. The research is qualitative in a virtual ethnographic approach. This is a research that is theoretically supported in discussions by Kenski (2012), Braga D. (2013), Levy (1993), Scott (1996), Belloni (2009), Castillo (2011) to anchor the discussions around the concepts of technology, language and Distance Learning (DE). We use Costa (2009), Mattar (2011) Vilaca (2011), Braga D. (2013), to understand the digital genres and the linguistic features of forum in Xavier Santos and C. (2005), Costa (2009), Mattar (2012). To better understand the issues of virtual learning environments (VLE), we appealed to Castilho (2011) and Mattar (2011), among others. And to sustain the discussion of interactivity in online communicative relationships, we are addressed the fundamentals of interactivity according to Silva M. (2012) in addition to Lemos (1999), Primo (2000), Moore (2008), Belloni (2009), which contributed to broaden the concept of interaction and interactivity. Data analysis included two instruments: an online survey of voluntary participation in LMS and analysis of the interactions of students in discussion forums. The analysis was presented in three steps: first a profile analysis of students to investigate how often they report the use of digital genres outside CEDERJ (open Internet) and within CEDERJ’s VLE, especially the online forum for discussion; secondly, we investigated the views, perspectives and voices of students on the online forum, to understand how students believe to be able to build interactivity, meaning construction in forum and particularly in the PEII Lic / UERJ forums, beyond the participants’ view on the effectiveness of some digital genres present in the VLE; the third and final step of the analysis carried out by analyzing the use of the forums. From the analysis of the last stage, it was possible to identify ten (10) categories of use by students in the investigated forums. Finally, we present some considerations about the usage characteristics that may contribute to a stronger or weaker forum for the sake of interactivity and construction of meaning.