Uma abordagem complexa para aprendizagem baseada em tarefas mediada por tecnologias

Juarez Aloizo Lopes; Rafael Vetromille-Castro; Vilson Leffa

doi:10.22168/2237-6321-32273

Autores

Juarez Aloizo Lopes Instituto Federal Sul Rio Grandense - Pelotas http://orcid.org/0000-0002-8452-4922
Rafael Vetromille-Castro Universidade Federal de Pelotas - UFPel http://orcid.org/0000-0003-3672-2390
Vilson Leffa Universidade Federal de Pelotas - UFPel http://orcid.org/0000-0002-1605-5626

DOI:

https://doi.org/10.22168/2237-6321-32273

Palavras-chave:

Technology-Mediated Task Based Learning. Complexity Theory. CALL.

Resumo

The focus of this study is the process of teaching/learning English as a second language in CALL, emphasizing oral interaction in an environment mediated by a synchronous communication tool using Task-Based Learning (TBL) under the perspective of the Complexity Theory. It aims to analyze and define the task cycle as a Complex Adaptive System. The current study adopts a netnographic methodology that deals with theory and practice adapting the ethnographic method to include the influence of the internet in technology-mediated environments. We built the dataset using video recordings of five classes carried out in an environment mediated by Zoom. The participants were students from the Biotechnology program at the Federal University of Pelotas selected due to their need to have online meetings with researchers from international universities. Based on a complex and netnographic perspective for data observation, it was possible to demonstrate that the task cycle, in this new learning environment, is sensitive to initial conditions, unpredictable, open, dynamic, adaptive, complex, chaotic, nonlinear, self-organizing, and sensitive to feedback. This study attempts to contribute to developing a new area of investigation in CALL due to the need to understand better the pedagogical implications of the interactions in this unique learning context in a complex and non-reductionist manner using a robust theory as the Complexity Theory.

Biografia do Autor

Juarez Aloizo Lopes, Instituto Federal Sul Rio Grandense - Pelotas

Professor efetivo do Instituto Federal Sul Rio Grandense Campus Pelotas. Possui graduação em Letras pela Universidade Católica de Pelotas (1999) e pós-graduação em nível de especialização em Tecnologias em Ensino a distância pela Universidade Cidade de São Paulo (2012). Mestre em Letras pelo Programa de Pós-Graduação em Letras da Universidade Federal de Pelotas (UFPel). Doutor em Letras pelo Programa de Pós-Graduação em Letras da Universidade Federal de Pelotas (UFPel) com período de doutorado sanduíche (bolsa CAPES) na Universidade da Califórnia Berkeley/USA.
Rafael Vetromille-Castro, Universidade Federal de Pelotas - UFPel

Rafael Vetromille-Castro holds a Ph.D. in Education Technology from the Federal University of Rio Grande do Sul (UFRGS) and developed a post-doctoral project as a visiting scholar at UC Berkeley (USA). He is an associate professor and Applied Linguistics researcher at the Federal University of Pelotas teaching both at the undergraduate course in language teacher education and at the graduate program in languages.
Vilson Leffa, Universidade Federal de Pelotas - UFPel

Vilson J. Leffa holds a Ph.D. in Applied Linguistics from the University of Texas (USA) and was visiting researcher at the University of California System, at Irvine. He is a retired professor from the Federal University of Rio Grande do Sul and is now a visiting professor at Federal University of Pelotas (Brazil) teaching at the graduate program in languages.

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