APPROACHES AND REMOVALS BY THE EJA EAD STUDENT IN DISCURSIVE DIGITAL GENDER AS SPACE FOR INTERACTION

Abstract

We understand the classroom and online classroom as interactive spaces for the subject's discursivizations. This excerpt has the general objective of mapping and categorizing discursive behaviors of a group of high school students from Sesi Unidade Sudoeste, of the distance learning mode, in order to visualize actions and reactions that are linked to the work of each and every student, as well as those that materialize specificities of distance learning. Specifically, we intend to find evidence of student interaction in the didactic interaction event in the distance learning classroom. It is justified that the theme addressed here is extremely relevant since we note the emergence of a discursive subject, coming from an industrial context and that permeates the walls of the company for its intellectual training in the classroom, which thus enable the literacies of this subject, through technological tools available and developed in contemporary times and which are strongly present in the different contexts of society. The research is mainly based on the writings of Coscarelli (2002), Modl (2015a) and Paiva (2010). The methodology is qualitative, in ethnographic terms. The procedures are entrance and observation in the VLE and the subjects are the students of the High School YAE DE of Sesi, locus of the research. The results show the distance of the subjects towards what we call digital discursive genres as a space of discrusivization within the VLE.