O discurso no âmbito da EaD: um olhar para o material didático

Abstract

In the context of Distance Education it is important to recognize language as a tool capable of going beyond just organizing the information necessary for the training of the student. The starting point for this reflection is the existence of a concern, not with the geographic distance, typical of EaD, but with a pedagogical and psychological distance, denominated Transactional Distance, very common in this modality of teaching-learning. In this perspective, considering that the discourse is a communicative situation, in a specific context and it concerns the speaker, the speaker and the speaker, the objective of this work is to analyze if the discourse present in the didactic material made available to the student contributes to a proximity relation, thus minimizing the Transactional Distance. It is known that the discourse is related to a subject, in a time and in a space, and implies a recipient and an established relation between them, that is, the discourse is interactive. That said, much must contribute to the interaction between student and didactic material. In addition, we sought discursive strategies that not only create an effect of proximity between the student and the didactic material, but also present a potentially significant material to contribute to the teaching-learning process in ED environments. Thus, we arrived at the theory of meaningful learning of Ausubel, Novak and Hanesian (1980 apud MOREIRA, 2016). Based on these principles, this paper proposes to analyze the type of discourse present in the didactic material, used in undergraduate courses, in the distance modality, and to investigate in what form this discourse can contribute to minimize the Transactional Distance by taking advantage of theories on meaningful learning. The theoretical assumptions of the analysis of the French discourse were considered in the analysis from the conceptions presented by Maingueneau (2013; 2015).