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Date Posted: 06:45:22 11/21/04 Sun
Author: José Euríalo
Subject: Re: complexidade
In reply to: Micheline Marra de Lima 's message, "Re: complexidade" on 02:59:51 11/21/04 Sun

Micheline:

Sua questão é muito interessante e demanda reflexões... Confesso que, inicialmente, eu também questionei aquele ponto, pensando apenas em autonomia lingüística ou voltada para a aprendizagem de línguas, mas uma releitura de trecho de Littlewood (1996) pode dar margem e amparo a afirmação como aquela, com fundamentação teórica:

"We can define an autonomous person as one who has an independent capacity to make and carry out the choices which govern his or her actions. This capacity depends on two main components: ability and willingness. Thus, a person may have the ability to make independent choices but feel no willingness to do so (e.g. because such behaviour is not perceived as appropriate to his or her role in a particular situation) Conversely, a person may be willing to exercise independent choices but not have the ability to do so (LITTLEWOOD, 1996, p. 428, apud PAIVA, 2004, inédito).

Se seguirmos adiante, um trecho citado de WANG AND PEVERLY (1996) também nos autorizaria tal afirmação, pois lá está:

"Independent or autonomous learners are those who have the capacity for being active and independent in the learning process; they can identify goals, formulate their own goals, and can change goals to suit their own learning needs and interests; they are able to use learning strategies, and to monitor their own learning" (WANG AND PEVERLY, 1996, p. 167, apud PAIVA, 2004, inédito).

Se considerarmos a abrangente definição que PAIVA (2004, inédito) empresta ao conceito de AUTONOMIA (Autonomy is a complex socio-cognitive system, manifested in different degrees of independence and control of one’s own learning process, involving capacities, abilities, attitudes, willingness, decision making, choices, planning, actions, and assessment either as a language learner or as a communicator inside or outside the classroom. As a complex system it is dynamic, chaotic, unpredictable, non-linear, adaptative, open, self-organizing, and sensitive to initial conditions and feedback”), fica ainda mais fácil afirmar que a narrativa de aprendizagem de Isabel (PAIVA, 2004, inédito, p. 10) envolve "um certo grau de autonomia".

Além disso, aquele texto não descuida de mencionar, com amparo em SINCLAIR (1997) and KARLSSON et al. (1997), que “the promotion of learner autonomy must take into account psychological, technical, social and political dimensions” (PAIVA, 2004, inédito). As dimensões sociais e políticas estão contempladas ali. Além disso, posso estar enganado, mas creio que, com relativa freqüência, afirmativas como a de Isabel não têm fundamentação clara, não têm base concreta, mas funcionam como escudo ou máscara; estão entre as manifestações de linguagem que o jargão psicanalítico classifica como “denegação” (se houver algum psicanalista no grupo, manifeste-se, por favor!).

Pense nisso! Discutamos isso, se você quiser, à luz do texto desta semana (PAIVA, 2004) ou de outros! Espero que, caso queira fazê-lo, outros(as) colegas e a professora nos ajudem

Obrigado,

José.

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Replies:

  • Re: complexidade -- Soraia Aley, 11:55:16 11/21/04 Sun
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