CONCEPTS OF LANGUAGE TRANSFORMED INTO DISCOURSE BY UNDERGRADUATES IN A LETTERS COURSE IN DISTANCE EDUCATION

ABSTRACTThis article presents an analysis of discursive productions of undergraduates from a Letters-Portuguese-distance education course at a public university located in Southern Brazil, referring to their conceptions of language. The theoretical and methodological foundation is based on studies from Bakhtin Circle. The research data consist of 106 discussion forums; 59 set of evaluation activities, posted on virtual teaching and learning environment from 2007 to 2011; and data from a questionnaire answered by 61 undergraduates in their respective poles in support of classroom teaching. Referring to the views of discursivization and language conceptions by the research subjects, the data point to: a) reenunciation of the conception of language that conceives language as a homogeneous, single entity; b) reenunciation of the notion of linguistic variation; and c) absence of discourse concerning the conception of language as interaction. These results demonstrate a gap between initial teacher education and what is expected in terms of teacher training provided by official documents of education, in which practices of listening, reading and textual production are settled in an interactionist conception of language .

摘要 本研究针对巴西南部一所公立大学葡萄牙语文学远程教育本科专业学生的话语产出展开分析，聚焦其语言观念。本研究的理论与方法论基础源自巴赫金学派（Bakhtin Circle）的相关研究。研究数据涵盖2007年至2011年间发布于虚拟教与学环境的106个讨论论坛、59份评价活动材料，以及来自61名分布于各教学点的本科生填写的问卷数据，用于支撑课堂教学实践。针对研究对象的话语化观点与语言观念，数据呈现如下结论：a）重申了将语言视为单一同质实体的语言观；b）重申了语言变异的概念；c）未出现以互动视角界定语言的相关论述。上述结果表明，初始教师教育与教育官方文件所规定的教师培养要求之间存在差距——后者将倾听、阅读与文本创作等实践建立在语言互动主义观念的基础之上。