Estados atratores, parâmetros de controle, e co-adaptação no ensino da compreensão inferencial em L2
uma pesquisa design-based de intervenção de leitura crítica
Palavras-chave:
teoria da complexidade, design-based research, gênero, compreensão inferencial, leitura crítica, inglês como língua estrangeiraResumo
As pesquisas anteriores em L1 e L2 sobre compreensão inferencial tendem a uma orientação quantitativa. Por outro lado, a pesquisa sobre leitura crítica em L2 é qualitativa e tende a ignorar as inferências. Este artigo apresenta um estudo qualitativo (design-based research) sobre uma intervenção de leitura crítica com foco na promoção de geração de inferências retóricas, investigando a co-adaptação e a emergência de capacidades de produção de novos significados. Os construtos da teoria da complexidade foram usados ??para investigar processos de co-adaptação entre a compreensão de aprendizagem e necessidades instrucionais dos participantes e do professor pesquisador. A identificação de estados atratores e de parâmetros de controle no discurso da sala de aula foram utilizados para explorar a influência de fatores imprevisíveis na compreensão dos participantes e refinar ainda mais a intervenção. Os resultados indicam que o conhecimento do gênero retórico atuou como parâmetro de controle conduzindo a compreensão dos alunos para os estados atratores caracterizados por inferências implausíveis, e que este conhecimento explica a emergência do significado pragmático (inferências retóricas) a partir do significado semântico. O artigo ilustra a utilidade de construtos da teoria da complexidade para realizar pesquisa qualitativa de modo a fornecer subsídios teóricos e práticos.
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Copyright (c) 2013 Moisés Damián Perales Escudero
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