Quando aprender é perder tempo.... Compondo relações entre linguagem, apredizagem e sentido

Abstract

RESUMO: Quando aprender é perder tempo.... compondo relações entre linguagem, aprendizagem e sentido. O artigo tece considerações acerca de relações entre concepções de aprendizagem e concepções de linguagem na escola. A um concepção de aprendizagem como transmissão de informações/ conhecimentos, articula-se uma concepção naturalizada de linguagem, como código transparente e neutro, pretendendo representar as coisas. Uma concepção de aprendizagem como construção/ desconstrução, por sua vez, teria como correlato uma concepção de linguagem como produção, tomada em sua natureza polissêmica. A argumentação é realizada a partir da obra de Gilles Deleuze que propõe que, para além das dimensões clássicas da linguagem -manifestação, designação e significação -que, em última instância, contribuem para que a linguagem seja tomada somente em sua função comunicativa, há que se levar em conta também a dimensão do sentido/acontecimento. PALAVRAS-CHAVE: aprendizagem -linguagem -sentido WHEN LEARNING IS WASTING TIME... . IN THE MIDST OF LANGUAGE AND MEANINGABSTRACT: This text interlaces considerations about the relations between learning conceptions and learning conceptions in the school. Into a conception of learning as the transmission of information/ knowledge, it is articulated a conception naturalized in language as a transparent and neuter code that intends to represent things. A conception of learning as construction/deconstruction would have, in its turn, as a correlate, a conception of learning as production of the world taken in its polysemous nature. The argumentation is based on the work of Gilles Deleuze who proposes that beyond the classic dimensions of language -manifestation, designation and signification -which ultimately contribute to language to be taken in its communicative function -, it has also to be considered the dimension of meaning/event. KEY WORDS: learning -language -meaning Na contemporaneidade, muitos dos referenciais que fundamentavam o fazer pedagógi

Para uma posição enunciativa no discurso pedagógico mediado por ambientes virtuais de aprendizagem

“…Sooner or later, active and comprehensive listening leads to multifaceted replicas, plurals, that will integrate the dialogical flow, participating in its composition from a polyphonic perspective of multiple voices full of value, capable of maintaining a relationship of reciprocity with other voices of the discourse, defining a place of alterity and of affirming the other as another subject, another meaning, thus destabilizing the meaning of "oneness". One context that favors dialogical interaction is specifically that constituted by virtual learning communities, which, according to Axt (2004), being situated in cyberspace, can refuse to recognize capitalist divisions of space-time and conventional hierarchies, dismantling walls and inhabiting the plasticity of synchrony (which can be immediate) and distance (which can be relative) in which everyone can/must express themselves. The author considered that this approach could transform the nature and form of knowledge management, such that the ample possibility of expression, guaranteed in dialogue by listening, would in turn transform the economic nature of the teacher-student and student-student interaction.…”

“…Without escaping from the necessary illusion of one, the practice of forchat appears to collaborate in the constitution of subjects that dare to think of knowledge in human sciences as a discursive construction of the subjects. If knowledge is thus understood, the pedagogy concerned with it will be different: learning and teaching are understood as an open process of production of discursive meanings, as referred to by Elias & Axt (2004). The agitation provoked in the traditional sense of pedagogical discourse is manifest, from a much deeper perspective, in the shared experiences within forchat, since in these, there is a deliberate desire to not exercise control over the interpretation of the students who participate, making opinions, proposing their ideas, organizing their thinking through the written language.…”