Ensino desenvolvido nas videoaulas tutoriais por professores(as) formadores(as) em cursos de licenciatura a distância
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Data
2022-12
Autores
Orientador
Schuck, Rogério José
Banca
Del Pino, José Claudio
Neuenfeldt, Derli Juliano
Serra, Ilka Márcia Ribeiro De Souza
Título do periódico
ISSN
Título do Volume
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Resumo
As videoaulas tutoriais, como objeto digital das mídias de vídeos, possibilitam ampliar o ensino em relação às capacidades de reusabilidade, adaptabilidade, granularidade e acessibilidade, sendo um fértil espaço enquanto elemento multimodal. Assim, esta dissertação objetiva compreender o ensino desenvolvido pelas videoaulas tutoriais por professores(as) formadores(as) em Cursos de Licenciatura a distância. A temática passa pela motivação advinda da empiria do pesquisador, que durante a atuação como tutor presencial numa turma de Graduação a distância obteve resultados que instigaram a busca sobre o funcionamento desse objeto de ensino, além de direcionar os estudos para os(as) docentes formadores(as) que orientam os materiais disponibilizados no Ambiente Virtual de Aprendizagem (AVA). A metodologia identificada como trilha da pesquisa utiliza abordagem qualitativa, lócus de pesquisa nos Cursos de Licenciatura a distância no Campus Bacabal/UEMA, com instrumentos de coleta de dados (questionário e entrevista), desenhados para o público-alvo de acadêmicos e professores(as) formadores(as) ligados às licenciaturas. A análise de conteúdo com a aproximação da filosofia hermenêutica alinhada à fenomenologia serviu para desocultar respostas encontradas na pesquisa. Com isso, foram traçadas três categorias emergentes: a percepção dos docentes sobre o ensino advindo das videoaulas tutoriais; a percepção das videoaulas tutoriais pelos acadêmicos; e as possibilidades das videoaulas tutoriais como objetos digitais de ensino. No decorrer da delimitação das categorias emergentes foram obtidos os seguintes resultados: as videoaulas são o principal objeto de ensino utilizado no AVA, seu uso é complementar e requer outros objetos de ensino, como e-book; auxiliam no intercâmbio de informações sensoriais, pois conseguem simular a realidade num experimento realizado ou durante o uso de algum outro elemento formativo; são reconhecidas como elementos práticos, pois direcionam com clareza a realização de movimentos por parte do discente para se chegar a uma ação planejada pelo docente. Contudo, isso não é limitado a um caminho unitário: os docentes tanto indicam as videoaulas para reforçar e facilitar a aprendizagem dos conteúdos estudados durante o período do componente curricular, como proporcionam o agir direcionado que instiga a autonomia dos licenciandos, por promover uma cascata de ideias que vai tomando forma e gerando clareza diante dos objetivos propostos. Conclui-se que, durante esse trajeto, a utilização das videoaulas tutoriais como objetos de ensino intensificam as maneiras como são apresentados pelos docentes as diversas semioses sob o ensino proporcionando aos estudantes a consciência de si próprios, e possibilita multiplicidade semiótica de mediação em torno do ensino e aprendizagem; além de serem implementadas de acordo com a frequência com que são intencionalmente programadas atividades práticas, para que em momentos pré-definidos os acadêmicos realizem determinadas ações.
Tutorial video classes, as a digital object of video media, make it possible to expand teaching in relation to the capabilities of reusability, adaptability, granularity and accessibility, being a fertile space as a multimodal element. This Master’s thesis therefore aims at understanding the teaching developed in tutorial video classes by training teachers in distance learning undergraduate courses. The researcher acted as a face-to-face tutor in a distance learning undergraduate class and obtained results that encouraged the search for the functioning of this teaching object. This experience motivated both the present research subject and the directing of studies to the training teachers that manage the materials available in the Virtual Learning Environment (VLE). The methodology uses a qualitative approach, the locus of the research is the distance learning undergraduate courses at the Bacabal/UEMA campus and the data collection instruments (questionnaire and interview) used are designed for the target audience of students and training teachers linked to the undergraduate courses. The content analysis along with the approach of hermeneutic philosophy aligned with phenomenology served to disclose answers found in the research. With this, three emerging categories were outlined: the teachers' perception of the teaching resulting from the tutorial video classes; the perception of tutorial video classes by students; and the possibilities of tutorial video classes as digital teaching objects. In the course of delimiting the emerging categories, the following results were obtained: tutorial video classes are the main teaching object used in the VLE, its use is complementary and requires other teaching objects, such as Ebooks; they help in the exchange of sensory information, for they can simulate reality in an experiment performed or during the use of some other formative element; they are recognized as practical elements, as they clearly guide the student to perform to make movements in order to reach an action planned by the teacher. However, this is not limited to a unitary path: teachers both indicate the video classes to reinforce and facilitate the learning of the contents studied during the period of the curricular component, and provide the directed acting which instigates the autonomy of the undergraduates, by promoting a cascade of ideas that takes shape and generates clarity in the face of the proposed goals. It is concluded that, during this path, the use of video tutorials as teching objects intensifies the ways in which the various semiotics multiplicity of mediation around teaching and learning; besides being implemented according to how often practical activities are intentionally scheduled, so that at predefined moments students perform certain actions.
Tutorial video classes, as a digital object of video media, make it possible to expand teaching in relation to the capabilities of reusability, adaptability, granularity and accessibility, being a fertile space as a multimodal element. This Master’s thesis therefore aims at understanding the teaching developed in tutorial video classes by training teachers in distance learning undergraduate courses. The researcher acted as a face-to-face tutor in a distance learning undergraduate class and obtained results that encouraged the search for the functioning of this teaching object. This experience motivated both the present research subject and the directing of studies to the training teachers that manage the materials available in the Virtual Learning Environment (VLE). The methodology uses a qualitative approach, the locus of the research is the distance learning undergraduate courses at the Bacabal/UEMA campus and the data collection instruments (questionnaire and interview) used are designed for the target audience of students and training teachers linked to the undergraduate courses. The content analysis along with the approach of hermeneutic philosophy aligned with phenomenology served to disclose answers found in the research. With this, three emerging categories were outlined: the teachers' perception of the teaching resulting from the tutorial video classes; the perception of tutorial video classes by students; and the possibilities of tutorial video classes as digital teaching objects. In the course of delimiting the emerging categories, the following results were obtained: tutorial video classes are the main teaching object used in the VLE, its use is complementary and requires other teaching objects, such as Ebooks; they help in the exchange of sensory information, for they can simulate reality in an experiment performed or during the use of some other formative element; they are recognized as practical elements, as they clearly guide the student to perform to make movements in order to reach an action planned by the teacher. However, this is not limited to a unitary path: teachers both indicate the video classes to reinforce and facilitate the learning of the contents studied during the period of the curricular component, and provide the directed acting which instigates the autonomy of the undergraduates, by promoting a cascade of ideas that takes shape and generates clarity in the face of the proposed goals. It is concluded that, during this path, the use of video tutorials as teching objects intensifies the ways in which the various semiotics multiplicity of mediation around teaching and learning; besides being implemented according to how often practical activities are intentionally scheduled, so that at predefined moments students perform certain actions.
Descrição
Palavras-chave
Ensino; Videoaulas tutoriais; Professor(a) formador(a); Educação a distância; Teaching; Tutorial video classes; Training teachers; Distance learning
Citação
MACEDO, Paulo Henrique Vieira De. Ensino desenvolvido nas videoaulas tutoriais por professores(as) formadores(as) em cursos de licenciatura a distância. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 08 dez. 2022. Disponível em: http://hdl.handle.net/10737/3448.