O ensino mobilizado pela tecnologia educativa: saberes e práticas docentes para o ambiente EAD

Abstract

Increasingly, the pedagogical process is being built on digital platforms, which can favor the access of a larger number of people who do not have the time or availability of locomotion to face-to-face classes, such as the Distance Education EAD. Teachers are prepared to Be and Do technology-mediated education. Distance Education is an educational modality different from the others due to the characteristics and specificities that distinguishes them. It is presented as an efficient option to meet a demand for initial or continuing education, for the democratization, access and interiorization of education, being considered a tool for social inclusion, which aroused interest in the following problematization: what are the knowledge and teaching practices used by Teachers of the environment of Distance Education - EaD, for the education mobilized by the educational technology? In the face of this argument, this monographic work has as general objective to understand the teaching mobilized by the educational technology, having as categories of analysis the knowledge and teaching practices for the environment of Distance Education. Specifically, it aims to analyze how teachers' knowledge of the Distance Education environment is formed, to identify how these knowledges are mobilized for teaching, and to describe the teaching practices developed in the EaD platform. The methodological assumptions were treated through a qualitative research, of a bibliographic nature. As a data collection procedure, a semi-structured questionnaire was applied with guiding questions about the categories of research analysis: knowledge and teaching practices for the EaD environment. The research population was composed by two professors of the Full Degree in Pedagogy at Distance from the Federal University of Paraíba. The access to the teachers was done through a request to the general coordination of the course to indicate the teachers who could be part of the study, a teacher who was part of the distance modality since the institutionalization and another one with more recent experience in the Virtual UFPB. The theoretical reference was based on authors such as Bezerra (2006), Hermida and Bonfim (2006), Tardif (2013), Riano (1997), Vidal and Maia (2010), Vianney (2008) and Vygotsky (2001). The research pointed out that the knowledge is constituted through the historical and professional trajectory of each one, where the experiences will be accumulated and socialized with the intention of improving and improving the way of being and doing the teaching. The teaching practices with the media and technological support create an environment of interaction that can be considered productive, but that still needs more access by the students, the so-called learners.