Gestão das práticas acadêmicas no sistema integrado de gestão de atividades acadêmicas por docentes no curso de direito

Abstract

This research aims to analyze the Management of Academic Practices in the Integrated System of Management of Academic Activities (SIGAA) by professors in the law course of the Federal University of Paraíba (UFPB), in the Santa Rita unit, whose Bachelor degree created in 2009, through the Program to Support Federal University Restructuring and Expansion Plans (REUNI), has a relatively new faculty, but not yet qualified as a digital native (PALFREY; GASSER, 2011). This is an educational research, qualitative approach / nature, descriptive type and inductive method of analysis, using as a field of study the law degree at UFPB, in 2018.2, where it is to verify as a question- key, what are the contributions that SIGAA brings to the pedagogical management process of academic practices, researching how teachers are using the pedagogical resources of SIGAA Virtual Classes, a Virtual Learning Environment (VLE) that manages part of the practices in a hybridism (MORAN, 2000; CANCLINI, 2007, 2008) between classroom teaching and distance learning (ODL), identifying the perception of these teachers, searching for understand the way they are using, to know causes that potentiate or limit the their use and map possible contributions to the management of academic practices. It is based on studies on management by several authors, especially Paro (2005, 2006) and Souza (2016), using some tools, such as bibliographic research on the main concepts related to this theme, data collection. statistics on the use of SIGAA by teachers in the UFPB system and the teachers' report, collected through interviews with a semi-structured script. In the universe of 29 professors that made up the Department of Legal Sciences (DCJ) and based on the quantitative results of the use of SIGAA, through the calculation functions available in Excel (minimum, average and maximum), a group of six teachers from the Course was selected, being two teachers who used the most SIGAA Virtual Classes, two who used less and two that were average use, to compose the group to be interviewed. After reading the interviews and defining the categories, the data were treated using the Grounded Theory technique, in order to identify, develop and relate concepts in a cause and consequence relationship between the elements, to answer to the proposed objectives, searching for understand the contributions of SIGAA to the pedagogical management process of academic practices, describing the good practices, the elements that limit or potentiate and the main results obtained, which point towards underutilization of the system by teachers, with pedagogical, infrastructure and usability limitations of the system, also revealing great possibilities for the use and development of new functions of SIGAA.