Educação em - para - e pelas línguas de ação académica e profissional para uma perspetiva acional e multimodal do ensino do francês
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2017
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Esta investigação teve como objetivos identificar marcas de mudança nas aprendizagens dos estudantes decorrentes de duas inovações introduzidas na UC de Francês do Curso de Licenciatura em Direção e Gestão Hoteleira da Escola Superior de Hotelaria e Turismo do Estoril: a adoção de uma perspetiva acional multimodal e a adoção de um dispositivo tecnológico que permitiu abrir a sala de aula, no âmbito do Francês Língua de Ação Profissional, a outros espaços de aprendizagem criados pelas tecnologias.
A investigação conduzida situou-se numa perspetiva etnometodológica refletindo, na conceção do dispositivo metodológico e na sua estrutura, a própria definição de Didática das Línguas-Culturas (Galisson, 1994) nas seguintes componentes: contextualização e observação, conceptualização, intervenção e implicações. Foi desenvolvido um estudo de caso constituído pelo que foi designado de “Sequência Potencial de Aprendizagem Acional e Multimodal” e pretendeu-se identificar o potencial de aprendizagem percetível nas ações e representações dos estudantes.
A investigação colocou em evidência que houve progresso dos estudantes no desenvolvimento de competências transversais veiculadas pelas línguas (DL 74/ 2006) decorrente quer da adoção da abordagem acional quer da adoção de formatos multimodais, em articulação com dispositivos tecnológicos. Esse progresso foi visível ao nível das interações e ao nível das representações.
This study had the goal to identify change in students’ learning experiences derived from two innovative practices introduced in the Curricular Unit of French in the Degree of Hotel Management at the Estoril Higher Institute for Tourism and Hotel Studies: the adoption of a multimodal action perspective and of a technological device that allowed to open the classroom to other learning spaces created by technologies, in the scope of French as a language of action for professional purposes. The research undertaken has adopted an ethnomethodological approach reflecting, both in the conception of its methodology and structure, the definition of the Didactics of Languages-Cultures (Galisson, 1994) in the following components: contextualisation and observation, conceptualisation, intervention and implications. A case study was developed which was composed by what has been named the “Potential Sequence of Action and Multimodal Perspective” and we aimed at identifying the learning potential in students’ actions and representations. The findings of this research have demonstrated that there has been progress in students’development of transversal skills conveyed by languages (DL 74/ 2006), stemming both from the action approach and the adoption of multimodal formats, in articulation with technological devices. This progress was visible at the level of interactions and representations.
This study had the goal to identify change in students’ learning experiences derived from two innovative practices introduced in the Curricular Unit of French in the Degree of Hotel Management at the Estoril Higher Institute for Tourism and Hotel Studies: the adoption of a multimodal action perspective and of a technological device that allowed to open the classroom to other learning spaces created by technologies, in the scope of French as a language of action for professional purposes. The research undertaken has adopted an ethnomethodological approach reflecting, both in the conception of its methodology and structure, the definition of the Didactics of Languages-Cultures (Galisson, 1994) in the following components: contextualisation and observation, conceptualisation, intervention and implications. A case study was developed which was composed by what has been named the “Potential Sequence of Action and Multimodal Perspective” and we aimed at identifying the learning potential in students’ actions and representations. The findings of this research have demonstrated that there has been progress in students’development of transversal skills conveyed by languages (DL 74/ 2006), stemming both from the action approach and the adoption of multimodal formats, in articulation with technological devices. This progress was visible at the level of interactions and representations.
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Orientação: Clara Ferrão Tavares
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENSINO DE LÍNGUAS, LÍNGUA FRANCESA, DIDÁTICA DAS LÍNGUAS, TECNOLOGIA, COMPETÊNCIAS, EDUCATION, LANGUAGES TEACHING, FRENCH LANGUAGE, LANGUAGE DIDACTICS, TECHNOLOGY, SKILLS