Abordagem sociolinguística no curso de Pedagogia a distância

Abstract

Considering the importance of the Sociolinguistics of teacher training, we conducted a spot investigation in a Pedagogy course the distance of a private high representative in Brazil, and Alagoas. Our goal was to verify the approach of linguistic variation from a scientific perspective and how this approach occurred. The choice of the distance mode is justified because it represents an opportunity for higher education teachers in service and those who, from the Law 9394/96, were hired. Currently EAD constitutes educational policy of the State and has expanded significantly throughout the Brazilian territory and in the world. Focused on the teaching-learning analyzed two variables involved in the course: the teaching material printed, and its didactic transposition, tutorial attendance and performance. The teaching material to be printed by the mainstay of study used by students in courses offered by the research institution. The performance tutorial to be an essential element in the process of didactic transposition of content as well as in monitoring the student in the course. As a qualitative, ethnographic, we performed a prolonged immersion in the context in which we remain in the years 2007 to 2009. For the constitution of the corpus performed document analysis, observations in the classroom, questionnaires and semi-structured interviews. In support of the areas of education and sociolinguistics we drew Antunes (2007), Bagno (2002, 2003, 2007), and Ricardo Bortoni-Detoni (2001), Faraco (2002, 2008), Freire (2002), Labov (1974, 1983, 2008), Lucchesi (2007), among others. In the field of EAD, Brunner (2004), Castells (1999), Castro Filho et al (2009), Costa, Paraguaçu and Pinto (2009), Fernandez (2009), Mercado (2009), Moran (2006, 2007), Silva (2003, 2006), among others. The analysis shows that in the course are discussed various assumptions related to linguistic variation, in view of the variational Sociolinguistics. However, it also found weaknesses in some aspects. The results of questionnaires and interviews reflect that most of the students, several factors involved, not consolidated the knowledge workers, and the knowledge of experience have prevailed over the scientific knowledge, and that tutors have a face design and a level of very close knowledge of the students. As the classes took place via satellite there was no direct dialogue between students and teachers, and tutor the mediator of the process of teaching and learning from the contents offered by teachers and authors. In this light, we see the need for methodologies that address a more significant focus on the content. In this regard, we point out some possible strategies, where students and tutors face would work in a cooperative and collaborative, will feel co-authors through the production of knowledge and would raise their level of scientific production, as well as their self-esteem through a production that addressed specific discussions and valuing local knowledge and culture. In this process we emphasize the importance of the pole face not as co-host, ie, the partner university, but also as an educational institution and guarantor of a contextualized and interdisciplinary learning.