Brazil and Argentina: interaction in the virtual world and education (initial and continuing) of Spanish teachers

ABSTRACT This article presents a research which, through the combination of initial and continuing education, aims at evaluating if the interaction, mediated by digital genres in a Virtual Learning Environment, can result in the mobilization of discursive types that indicate the learning of a proposed content. In order to generate data, there was an intervention of formative character, which happened by means of an online course - via Moodle Platform - whose participants were sixteen Brazilians in continuing education, who teach the Spanish Language in public schools belonging to the regional nucleus of the city of Apucarana, and sixteen Argentinians from Córdoba National University (UNC) in initial education. The data generated were analyzed taking into consideration the genres as psychological instruments of mediation (SCHNEUWLY, 2010) and the interaction responsible for fostering learning (VIGOTSKI, 1994; 2002). The results indicate that interaction, both among tutor/participants and participant/participants, mediated by the virtual forum, and associated to the other resources available at Moodle, can lead to the learning of the proposed content.