Austin: University of Texas Press, 1952.īILLIG, Michael. Austin: University of Texas Press, 1981.īAKHTIN, Mikhail. Harvard: Harvard University Press, 1926.īAKHTIN, Mikhail. Nossos resultados demonstraram que em situações em que houve colaboração entre os alunos (nas postagens), houve uma transição de um discurso autoritário para um discurso internamente persuasivo nas postagens. Nós coletamos dados das postagens de cinco grupos de professor-alunos no Facebook, de fevereiro de 2013 a junho de 2014, que foram analisados qualitativamente, considerando aspectos linguísticos e discursivos das postagens. Para entender tal processo argumentativo, este estudo está baseado na Teoria da Atividade Sócio-Histórico-Cultural (TASCH), e sob uma perspectiva metodológica que possibilita aos participantes agirem como coautores da pesquisa. O objetivo deste artigo é explorar como alunos e professores utilizaram postagens em cinco grupos no Facebook e como a argumentação surgiu como uma atividade comunicativa. Our findings pointed out that in situation in which collaboration occurred among students, there was a transition from authoritative discourse to internally persuasive discourse in the posts with argumentative indicators. We draw our data from the posts inside five groups of teacher-students on Facebook, from February/2013 to June/2014, which were analysed qualitatively, considering discursive and linguistic aspects of the posts. For understanding such argumentative process, this study is framed in the Cultural Historical Activity Theory (CHAT), with a methodological perspective that enables the participants to act as co-authors of the intervention design.
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Users should refer to the original published version of the material for the full abstract.The aim of this paper is to explore how students and teachers used posts in five groups on Facebook and how argumentation emerged as a communicative activity. No warranty is given about the accuracy of the copy. However, users may print, download, or email articles for individual use. (English) Copyright of InfoDesign: Revista Brasileira de Design da Informação is the property of Infodesign: Revista Brasileira de Design da Informacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. It is concluded that the proposed methodology ensures the systematic inclusion of information design aspects in the production of procedural animations, thus, meeting its objective. The methodology was evaluated through a focus group with designers, instructional designers and information technology professionals, who considered it satisfactory and useful. Based upon these results, a methodology consisting of three stages was proposed: (1) Decoupage: definition of the graphic-informational structure of the animation content (2) Representation: design of information through images and narration/audio and (3) Finishing: animation editing and closing of file. In the questionnaire, the students considered animations important and motivating for their learning. In the context analysis, the interviewees pointed out the need for a methodology to assist the production of animations. The results indicated deficiencies in the animation sample, especially omission of inventory information and warnings. This was conducted through semi-structured interviews with coordinators of the intuition and online questionnaire with students. This was founded on the results of a study on graphic representation of a sample of 100 animations and on context analysis. Aiming to contribute to the informaion design process of these animations, a design methodology was proposed for the Open University. However, the development of animations is carried out unsystematically and neglecting representational aspects of information design. Abstract: Procedural animations are important resources in learning content and are employed by the Open University of the Brazilian Unified Health System of the Federal University of Maranhão in its courses for health professionals.