Por que é difícil participar de Chats?

Por que é difícil participar de Chats?

Heloísa Collins; Anise Ferreira; Tania Mazzillo; Solange Gervai; Eduardo Lang; Lucimar de Santi; Sonia Leites; José Carlos Mello Filho

PUCSP – Programa de LAEL^*

RESUMO

O chat é uma ferramenta e um serviço de comunicação síncrona na internet, cuja função educacional apresenta controvérsias nos meios acadêmicos. Possuindo interfaces supostamente intuitivas (salas de bate-papo em web), proporcionam, em tese, um meio fácil de usar e potencialmente rico para fins educacionais. Para testar esse meio, uma sessão de chat foi realizada com fins acadêmicos por estudantes e professores de uma disciplina de pós-graduação. Com seus propósitos aparentemente frustrados, essa sessão foi estudada sob instrumentais teórico-metodológicos diversos, no intuito de analisar, de diferentes ângulos, os obstáculos ao uso educacional do chat e sugerir algumas soluções. Com base nos turnos registrados pela ferramenta, foram analisadas as relações interpessoais e as dificuldades no ritmo da conversação; interações e dificuldades relativas a assimetrias, domínios e desenvolvimento de tópicos; fases da construção de conhecimento, e dificuldades técnico-operacionais. Entre os resultados convergentes das diversas análises, demonstrou-se principalmente o impacto da experiência prévia de uso da ferramenta para o sucesso do uso educacional do chat na evolução dos tópicos, no ritmo da conversação e nos domínios interacionais; também constatou-se o impacto do papel do professor e da experiência prévia nas fases de construção do conhecimento identificadas nos turnos dos alunos. Esses resultados sugerem que, para o chat ser proveitoso do ponto de vista educacional, é necessária uma preparação prévia cuidadosa.

Para que a ferramenta possa ser mediadora de aprendizagem, é necessário evitar digressões, manter uma pequena variedade de tópicos e, portanto, um foco mais definido no tema programado para a discussão. Igualmente cuidadosa deve ser a mediação do professor para incentivar as problematizações e as sínteses, além de garantir, mediante o apoio aos turnos dos alunos menos experientes, que todos contribuam com informação nova.

ABSTRACT

The chat is a tool as well as a service for synchronous communication on the Internet and has been raising controversy among academics. Because its interface apparently allows for intuitive use (derived from web chats), chats are believed to be easy and good to use in educational settings. To test the tool, an academic chat session was planned by students and teachers of a subject in a post-graduate program. The session was thought to have failed to meet its goals and was then taken up for study from different theoretical-methodological view points so that it was possible to account for the reasons that might have originated the sensation of failure. The study focused on interpersonal relations, difficulties to follow the rhythm of conversation, difficulties related to asymmetry among participants, difficulties due to unpredictable development of topics, phases of knowledge construction and operational difficulties. Among results derived from the analyses, it was possible to demonstrate the impact of previous experience in the educational use of chat on the development of topics, conversational rhythm and interaction. It was also possible to reveal the impact of teacher's role and previous experience on the phases of knowledge construction identified in students' conversational turns. Results suggest that successful educational chats require careful preparation so that there is little digression, topic maintenance and clear focus on discussion topics. Teacher mediation must be equally careful so that incentive is given to problem raising and synthesis besides support to inexperienced students so that they have their share in the contribution with new information.

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*

Heloísa Collins e Anise Ferreira são docentes no Programa de Pós-Graduação em Linguística Aplicada e Estudos de Linguagem – LAEL da PUCSP, pesquisadoras da linha

Linguagem e Tecnologia e líder e vice-líder do Grupo de Pesquisa EDULANG. Tânia Mazzillo e Solange Gervai são doutorandas do LAEL. Eduardo Lang, Lucimar de Santi, Sônia Leites e José Carlos Mello Filho desenvolvem presentemente suas pesquisas de Mestrado. Em sua fase preliminar, este trabalho contou com a colaboração de Simone Telles.

Datas de Publicação

• Publicação nesta coleção
  24 Maio 2013
• Data do Fascículo
  2003