Text conception(s) in context of semi-present Distance Learning (DL)

Abstract

By following the example proposed by Corrêa (2011) in the investigation of texts produced by undergraduate and pre-undergraduate students in two different assessment, this work aims to approach “hidden” aspects in the teaching of writing at the university (Street, 2009), to reflections produced in the language field, in particular the ones referred as “socially assumed”, proposed by Voloshinov/Bakhtin (s/d: 1926).  It is particularly important to investigate the conception of text in digital context, by means of the study of updated semiotic resources in the production of undergraduate students using a computer with internet access in the process of semi-present Distance Learning (DL). The collected material comprises 29 (twenty nine) texts which were produced by students of the semi-present Pedagogy Course from Univesp (Universidade Virtual do Estado de São Paulo – Virtual University from the state of São Paulo), who were studying “Education and Language”, in 2010. This qualitative analysis aims to show that regarding the institution there is a prevalence of structural and procedural aspects for the accomplishment of the proposed activity and, regarding the undergraduate student it is noticed that the production is characterized by a traditional conception of text, mainly recognized by written verbal text, although the proposal prioritized the relation between verbal and non verbal language. Regarding discursive-linguistic studies, it is important to reflect about a text conception that privileges the integration of multiple semiosis by taking into account the socio-historical interlocution character established within utterances of others.