Movimentos argumentativos no fórum de discussão no ensino a distância: foco no processo de construção do conhecimento

Abstract

The present research applies to language studies that consider language in empirical contexts of realization, more specifically, in the context of Distance Education (Elearning). Among the potentialities of e-learning, the Discussion Forum tool is considered the classroom for excellence in the virtual environment (Souza, 2009) since it allows the interaction among its participantscontributingto knowledge construction through the use of an argumentative language (OKADA, 2006;LOPES, 2007; LIBERALLI, 2009).The present research is a case study that aims at investigating the process of knowledge construction in the Discussion Forum through Argumentative Moves (AMs) proposed by Gille (2001) and VIEIRA (2003; 2007). In detail, it aims at identifying such Argumentative Moves in the interactions carried out in the Discussion Forums, and investigatingto what extent they contribute to the process of knowledge construction in this environment. In addition, the actions of the mediator in the Discussion Forum will be analyzed considering these Argumentative Moves. In order to achieve the proposed objectives, the study is mainly based on Argumentation Theory (PERELMAN & TYTECA, 2005, SCHIFFRIN, 1990, OKADA, 2006, BICALHO, 2010, DAMIANOVIC, 2009, LIBERALLI, 2009; on knowledge construction (LIBERALLI, 2011; 2013; LEITÃO, 2011) and on potential linguistic models of argumentative discourse analysis (VIEIRA, 2003;2007). The corpus of the present research is based on the students' interactions in the Discussion Forum of a Postgraduate Professional course in Management and Evaluation of Public Education (PPGP), semipresential modality, at Federal University of Juiz de Fora (UFJF).The results of the research reveal the relevance of the use of the potential linguistic models proposed by VIEIRA (2003; 2007) in the analysis of the argumentative discourse. This model was initially designed for face-to-face interactionsto understand the process of knowledge construction in the Discussion Forum, in the context of distance education. The results point out argumentative sequences that can guide and foster the process of knowledge construction in the Discussion Forum. Among them Argumentative sequences that are exclusively composed of Argumentative Moves of Position are highlighted (VIEIRA, 2003; 2007), revealing knowledge construction through the creation and maintenance of agreements. Besides that, Argumentative sequences are surrounded by the presence of Dispute (VIEIRA, 2003). It is characterized by the Argumentative Moves of refutation in which knowledge construction is observed through the attacks and defenses present in the expressed opinions. In both sequences Argumentative Moves of Support was observed in the expressed opinions, with emphasis on the Sharing of Experiences. This Argumentative Move of Sustainability, not observed in previous analyzes of the potential models used, can be considered a typical Argumentative Move for Discussion Forums.