A formação da autonomia no ambiente virtual de aprendizagem

Abstract

In this work, the students' autonomy in the AVA is analyzed, in front of students of the Pedagogy course of the Federal University of Paraíba / UFPB, in the distance-EaD modality, within the offered discipline of Philosophy of Education I, in the period of 2017.1. I looked for analyze which aspects corroborate to the interest / disinterest and to the expression of opinion / absence of autonomous speech of the students enrolled in this discipline. These analysis were performed based on the virtual learning environment, the AVA, an online space that serves as the main support for teaching, learning and socialization of students. In addition to the AVA analyzes, a questionnaire was answered by the students in a virtual way. The research methodology focused primarily on qualitative analysis. Through the AVA I was able to make dialog cuts made in the virtual forums of the class, filtering out excerpts where it was possible to identify the autonomy of these students with respect to the formulation and construction of the studied discipline. I conclude that for these students, the virtual environment does not present itself as a space of difficult dialogue. In the same way, I could see that despite the physical distance, the students can interact with each other and with the teacher in the forums. I realized that an education built on the valuation of the autonomy of the subject contributes effectively to the improvement of learning, since students and teachers can develop, in a collaborative way, an autonomous study environment and favorable to the development of new learning. Finally, it was possible to observe the importance of the forums to reinforce the autonomy of the student, who felt at ease to express their opinions about the classes and their contents and even the importance of the discipline itself of philosophy of education for their personal and professional formation.