PLANOS DE TEXTO, INTERAÇÃO E SEQUÊNCIAS TEXTUAIS DIALOGAIS

INTERFACES NO ENSINO REMOTO

Abstract

This article aims to present a reflection on text plans of remote theoretical classes, focusing on the dialogic textual sequence, whose questions provide the necessary  interaction for learning in digital media. The discussion is grounded on the theoretical assumptions of Textual Linguistics, in the approach of Textual Analysis of Discourses (ADAM, 2011, 2019; MARQUESI, 2013, 2017, 2018, 2019). The analysis of two classes, respectively, of an undergraduate law course and of an undergraduate language course, shows results that confirm text plans conducted by dialogic textual sequences, with questions that reveal different functions, such as: contextualize, motivate, thematize, justify, insert objectives clearly, define, conceptualize, support and promote reflection. The conclusions indicate text plans in which the author of the class, the teacher, in order to fulfill his communicative intention, combines questions that allow him to expand the content of the class, bringing voices from other authors, which are guided by his voice. This corroborates the possible interfaces with active methodologies (BACICH, MORAN, 2017; MARQUESI, AGUIAR, 2021; MARQUESI, SILVEIRA, 2015), whose principles focus on interactive, autonomous and meaningful learning.

Keywords: Text plan; Dialogic textual sequence; Remote classes.