Mestrado em Letras e Linguística (FL)
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Navegando Mestrado em Letras e Linguística (FL) por Por Área do CNPQ "LINGUISTICA, LETRAS E ARTES::ARTES::EDUCACAO ARTISTICA"
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Item Intra-ações na educação digital onlife: uma leitura pós-humanista de uma sala de aula de francês(Universidade Federal de Goiás, 2023-08-17) Silva, Iury Aragonez da; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Takaki, Nara Hiroko; Rocha, Claudia HilsdorfThis thesis aims to discuss some French language education experiences in a classroom with Brazilian students of a language center of a public university, located in the state of Goiás. Due to the COVID-19 pandemic, the study was conducted remotely from September to December 2021, with 12 students from a French 6 group. To problematize the experiences shared throughout the course, I rely on posthumanism, grounded on the notion that matter and discourse are co-constitutive (Barad, 2003, 2007). As I see it, a (new) materialist orientation (Canagarajah, 2018a) destabilizes our understandings of the events that (re)configure the world by broadening the focus beyond human relations, enabling new ways of apprehending language and language education. Based on this, I turn to posthumanist applied linguistics (Canagarajah, 2018a, 2018b; Pennycook, 2018a, 2018b; Sousa, 2022), which seeks to problematize languagematter-discourse-power from a new materialist viewpoint, that is, considering an assemblage of human and nonhuman actants. In the scope of post-qualitative inquiry (St. Pierre, 2014a, 2014b, 2018), the materials of this perguntação (Matos, 2021) comprise: a questionnaire, classes recorded in audio and video via Google Meet, a field diary, and students’ written, oral and polysemiotic productions. Through diffractive readings (Barad, 2012) of these apparatuses, I sought to problematize how people, teaching materials, Information and Communication Technologies (ICTs), subjectivities, emotions, and spacetime intra-acted to foster the emergence of polysemiotic repertoires (Magalhães; Silva, 2022) connected to the French language in a context of onlife digital education (Moreira; Schlemmer, 2020). According to the students’ perceptions of their corpovivências (Almeida, 2023), what glowed was the understanding of the digital classroom as a smooth space (Deleuze; Guattari, 1997) that messes up language production while allowing for the exercise of intranomy (Sousa, 2022) in the coconstruction of repertoires in assemblage with nonhuman actants and in different spacetimes. In addition, the events we experienced point to the need for an embodied language education that comprehends that meanings emerge in a polysemiotic way, going beyond the mental processing of rules that results in the primacy of verbal forms of expression. I hope that this work may contribute to strengthen a rhizomatic conception (Canagarajah, 2018a) of language as matter and encourage a less anthropocentric view of languaging.