Formação continuada de professores no curso superior na modalidade EaD: (re)significação da prática pedagógica
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Data
2019-04-04
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Strohschoen, Andreia Aparecida Guimarães
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O presente estudo aborda a temática da formação continuada de professores e suas nuances no meio globalizado e tecnológico. Este trabalho objetivou investigar as contribuições do ensino realizado nas oficinas pedagógicas direcionadas aos docentes que atuam no Curso Superior de Tecnologia em Segurança do Trabalho na modalidade Ensino a Distância (EaD), ofertado pela Universidade Estadual do Maranhão. Desse modo, por meio da interação e mediação entre o professor e os diferentes profissionais que atuam na modalidade supracitada, destaca-se a oferta de oficinas pedagógicas, propiciando ambientar os docentes acerca das ferramentas tecnológicas e a troca de experiências que favoreçam o processo reflexivo da ação
docente. O caminho metodológico da pesquisa, que possui abordagem qualitativa, caracterizou-se como exploratória e descritiva, estando intrinsecamente associada ao estudo de caso e à pesquisa documental e bibliográfica. O embasamento teórico está pautado em autores como: Demo (1997), Ghedin (2009), Nóvoa (2009), Perrenoud (2002), Schon (1995), Tardif (2000), Veiga e Silva (2010), Levy (1999), Moran (2015),
Kenski (2015). Os instrumentos de coleta de dados usados foram: questionário, observações das oficinas pedagógicas, entrevista coletiva com docentes e diário de campo. O tratamento realizado nos dados obtidos seguiu a técnica de Análise de Conteúdo (BARDIN, 2015). Os resultados do estudo apontam as significativas
contribuições das oficinas pedagógicas para a melhoria das ações educativas dos docentes que atuam na modalidade EaD, bem como para repensar a função deste sujeito no processo de ensino, objetivando a melhor forma de interação e promoção de aprendizagem ao estudante por meio dos materiais e recursos disponibilizados no Ambiente Virtual de Aprendizagem. Observa-se, portanto, a melhoria da prática
pedagógica dos professores, à medida que a atuação nesta modalidade de ensino decorre do processo de criação e autoria a partir da utilização das Tecnologias de Informação e Comunicação (TICs). Assim, os conhecimentos apreendidos pelos docentes a partir das oficinas pedagógicas possibilitam o (re)pensar do papel desse sujeito em meio a educação mediada por TICs, bem como a construção de competências, habilidades e atitudes essenciais para atuação docente no cenário atual.
The present study addresses the subject of continuous formation of teachers and its nuances in the globalized and technological environment. This work aimed to investigate the contributions of teaching in pedagogical workshops directed at teachers who work in the Course of Work Safety Technology in Distance Education (EaD), offered by the State University of Maranhão. Thus, through interaction and mediation between the teacher and the different professionals who work in the above-mentioned modality, we highlight the offer of pedagogical workshops, adjusting teachers to the technological tools and the exchange of experiences that promote reflective process of action. The methodological path of the research, which has a qualitative approach, was characterized as exploratory and descriptive, being intrinsically associated with the case study and the documentary research and bibliography. The theoretical basis is based on authors such as: Demo (1997), Ghedin (2009), Nóvoa (2009), Perrenoud (2002), Schon (1995), Tardif (2000), Veiga e Silva (2010), Levy (1999), Moran (2015), Kenski (2015). The data collection instruments used were: questionnaire, observations of pedagogical workshops, collective interviews with professors and field journal. The treatment carried out on data obtained followed the technique of Content Analysis (BARDIN, 2015). The results of the study point to the significant contributions of pedagogical workshops for the improvement of educational activities of teachers working in the Distance Education modality, as well as to rethink the function of this subject in the teaching process, aiming at the best way of interaction and promotion of student learning through the materials and resources available in the Virtual Learning Environment. It is noted, therefore, the improvement of pedagogical practice of teachers, as the acting in this teaching modality stems from the process of creation and authorship from the use of Information and Communication Technologies (ICTs). Thus, the knowledge seized by teachers from the pedagogical workshops make it possible to (re) thinking this person's role in education mediated by ICTs, as well as the building of competences, skills and attitudes essential for teacher performance in the current scenario.
The present study addresses the subject of continuous formation of teachers and its nuances in the globalized and technological environment. This work aimed to investigate the contributions of teaching in pedagogical workshops directed at teachers who work in the Course of Work Safety Technology in Distance Education (EaD), offered by the State University of Maranhão. Thus, through interaction and mediation between the teacher and the different professionals who work in the above-mentioned modality, we highlight the offer of pedagogical workshops, adjusting teachers to the technological tools and the exchange of experiences that promote reflective process of action. The methodological path of the research, which has a qualitative approach, was characterized as exploratory and descriptive, being intrinsically associated with the case study and the documentary research and bibliography. The theoretical basis is based on authors such as: Demo (1997), Ghedin (2009), Nóvoa (2009), Perrenoud (2002), Schon (1995), Tardif (2000), Veiga e Silva (2010), Levy (1999), Moran (2015), Kenski (2015). The data collection instruments used were: questionnaire, observations of pedagogical workshops, collective interviews with professors and field journal. The treatment carried out on data obtained followed the technique of Content Analysis (BARDIN, 2015). The results of the study point to the significant contributions of pedagogical workshops for the improvement of educational activities of teachers working in the Distance Education modality, as well as to rethink the function of this subject in the teaching process, aiming at the best way of interaction and promotion of student learning through the materials and resources available in the Virtual Learning Environment. It is noted, therefore, the improvement of pedagogical practice of teachers, as the acting in this teaching modality stems from the process of creation and authorship from the use of Information and Communication Technologies (ICTs). Thus, the knowledge seized by teachers from the pedagogical workshops make it possible to (re) thinking this person's role in education mediated by ICTs, as well as the building of competences, skills and attitudes essential for teacher performance in the current scenario.
Descrição
Palavras-chave
Formação Continuada; Docentes; Prática Pedagógica; Ensino Superior; Modalidade EaD; Continuing Education; Teachers; Pedagogical Practice; Higher Education; E-Learning Mode
Citação
SANTOS, Sandra Regina Costa Dos. Formação continuada de professores no curso superior na modalidade EaD: (re)significação da prática pedagógica. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 06 nov. 2018. Disponível em: http://hdl.handle.net/10737/2484.