O PAPEL DO PRINCÍPIO DE COOPERAÇÃO NA COCONSTRUÇÃO DA INTERAÇÃO DOCENTE-DISCENTE EM TEMPOS DE ISOLAMENTO SOCIAL

UMA ANÁLISE DE VIÉS PRAGMÁTICO DA SEÇÃO DE COMENTÁRIOS DE UMA VÍDEO-AULA DE INGLÊS

Abstract

The main objective of this paper is to produce understandings regarding the interactional-pragmatic effects of the (dis)obedience of the Cooperative Principle in student’s evaluation of online classes crafted in the context of COVID-19 pandemics. In order to do so, this work is based on the theoretical framework of Pragmatics, articulating the gricean reflection on the Cooperative Principle in the making of communication to a discussion about the particularities of the online class genre. Based on this dialogue, an analysis regarding evaluative comments aimed at an online English class uploaded on the YouTube ® platform on the realm of a virtual teaching project in the COVID-19 context. The analyses gave evidence to the presence of Grice’s maxims in the student’s evaluative utterances, reinforcing the idea that those imperatives permeate people’s everyday judgements on the communicative quality of discursive interventions, even though they may not know the theory underlying them. The understandings fostered through this research emerge as important supplies for the craft of a discussion on the building of student-teacher practices during this period of sanitary suspension of regular school classes and, stretching that reflection even beyond, about the construction of a new post-pandemics pedagogical practice.