Linguagem dialógica na formação de professores para práxis : um estudo de caso na EAD

Abstract

The present study is inserted in the field of applied linguistics, specifically in the area of studies destined to understanding of the role of dialogical relation in the teaching-learning process. The purpose of this thesis is to describe and understand based on a case study, how the dialogical relation in the digital interaction environment reflected in the teacher’s education in order to constitute his/her praxis. Thus, this study aims to contribute with the parameters for teacher and tutor education. The methodology used was the documentary analysis, performed from dialogues which took place in a virtual learning environment, in addition to using bibliographic resources. The analyses of the material were done under the perspective of Functional Systemic Linguistics. The obtained results point, mainly, to the fact that dialogical relations may generate different results in the involvement of students (future teachers) for a reflection in action processes, as well as to the fact that, even in regard to an environment which uses an advanced technology, the teaching praxis was often marked by a vertical education. Thus, the research points to the need in understanding the importance of dialogue in the process of educating teachers for their practice, and it may help us think of new pedagogical actions for distance education.