Ways of Being in/of Distance Education

Detalhes bibliográficos
Autor(a) principal: Batista, Josiel de Oliveira
Data de Publicação: 2020
Outros Autores: Mocrosky, Luciane Ferreira, Mondini, Fabiane
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901
Resumo: This paper presents a study about the question: 'How a teacher trainer in Mathematics understands teachers in online courses?' In this way, we studied teacher’s educators who teaches basic mathematics by distance and using technological tools. In order to get some answers we applied a phenomenological approach with five interviews, that were transcribed and analyzed in two moments: an ideographic analysis and a nomothetic analysis. Although very similar, those categories reveal specific identity characteristics as they pass through nuclear ideas that reveal how training by distance education has been going on. In summary, the study shows that online education, aimed to fill the gaps in school attendance, reveals a path to the emergence of a new way of conducting education. The student who assumes the responsibility for their training can be a driver for teaching in general. This modality makes this same student advance in his competences and build his own professorship. As degree in distance education has unique characteristics, it is a modality that dares to use technology in favor of teaching and make it possible to learn mathematics by a computer screens. Keywords: Phenomenology. Mathematics education. Teacher education.Philosofy of education.
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spelling Ways of Being in/of Distance EducationModos de Ser na/da Educação a DistânciaThis paper presents a study about the question: 'How a teacher trainer in Mathematics understands teachers in online courses?' In this way, we studied teacher’s educators who teaches basic mathematics by distance and using technological tools. In order to get some answers we applied a phenomenological approach with five interviews, that were transcribed and analyzed in two moments: an ideographic analysis and a nomothetic analysis. Although very similar, those categories reveal specific identity characteristics as they pass through nuclear ideas that reveal how training by distance education has been going on. In summary, the study shows that online education, aimed to fill the gaps in school attendance, reveals a path to the emergence of a new way of conducting education. The student who assumes the responsibility for their training can be a driver for teaching in general. This modality makes this same student advance in his competences and build his own professorship. As degree in distance education has unique characteristics, it is a modality that dares to use technology in favor of teaching and make it possible to learn mathematics by a computer screens. Keywords: Phenomenology. Mathematics education. Teacher education.Philosofy of education.Neste artigo expomos uma pesquisa de cunho qualitativo, desenvolvida de acordo com a abordagem fenomenológica, orientada pela interrogação: “Como o formador de docentes que ensinam Matemática nos anos iniciais se compreende professor em cursos EaD?” Ao perseguir essa questão, denominada por nós de orientadora, buscamos conhecer os diferentes modos de como o professor formador de docentes, que ensinarão matemática na Educação Básica, se compreende no movimento de ensinar matemática na modalidade a distância e no ambiente tecnológico, como viabilizadores do ensino. Para conseguir respostas que satisfizessem à pergunta, realizamos cinco entrevistas, as quais foram transcritas e, posteriormente analisadas cuidadosamente em dois momentos: o da análise ideográfica e o da análise nomotética. Na atenção dada ao dito pelos depoentes e do movimento analítico-reflexivo emergiram duas categorias: modos de ser na EaD e modos de ser da EaD, que foram interpretadas à luz dos depoimentos e da literatura. Destacamos que tais categorias são o resultado do movimento de análise. Embora muito parecidas, tais categorias revelam características identitárias específicas, ao perpassarem por ideias nucleares que revelam como vem acontecendo a formação no âmbito da educação a distância, segundo nosso olhar de pesquisadores, interessados no tema. Em síntese, o estudo evidencia que a EaD, nascida para preencher as lacunas da educação escolar, revela um caminho para o surgimento de uma outra forma de condução do ensino. Esta modalidade faz com que o aluno, que assume com responsabilidade sua formação, avance em seus estudos e construa sua professoralidade. A graduação na EaD possui características únicas, pois trata-se de uma modalidade que ousou ao utilizar a tecnologia a favor do ensino e possibilitou aprender matemática a partir da tela do computador. Palavras-chave: Fenomenologia. Educação matemática. Formação de professores. Filosofia da educação.Fundação Cecierj2020-04-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/90110.18264/eadf.v10i1.901EaD em Foco; Vol. 10 No. 1 (2020)EaD em Foco; Vol. 10 Núm. 1 (2020)EaD em Foco; v. 10 n. 1 (2020)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901/512https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901/539-Copyright (c) 2020 EAD EM FOCOhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBatista, Josiel de OliveiraMocrosky, Luciane FerreiraMondini, Fabiane2020-07-30T19:32:59ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv Ways of Being in/of Distance Education
Modos de Ser na/da Educação a Distância
title Ways of Being in/of Distance Education
spellingShingle Ways of Being in/of Distance Education
Batista, Josiel de Oliveira
title_short Ways of Being in/of Distance Education
title_full Ways of Being in/of Distance Education
title_fullStr Ways of Being in/of Distance Education
title_full_unstemmed Ways of Being in/of Distance Education
title_sort Ways of Being in/of Distance Education
author Batista, Josiel de Oliveira
author_facet Batista, Josiel de Oliveira
Mocrosky, Luciane Ferreira
Mondini, Fabiane
author_role author
author2 Mocrosky, Luciane Ferreira
Mondini, Fabiane
author2_role author
author
dc.contributor.author.fl_str_mv Batista, Josiel de Oliveira
Mocrosky, Luciane Ferreira
Mondini, Fabiane
description This paper presents a study about the question: 'How a teacher trainer in Mathematics understands teachers in online courses?' In this way, we studied teacher’s educators who teaches basic mathematics by distance and using technological tools. In order to get some answers we applied a phenomenological approach with five interviews, that were transcribed and analyzed in two moments: an ideographic analysis and a nomothetic analysis. Although very similar, those categories reveal specific identity characteristics as they pass through nuclear ideas that reveal how training by distance education has been going on. In summary, the study shows that online education, aimed to fill the gaps in school attendance, reveals a path to the emergence of a new way of conducting education. The student who assumes the responsibility for their training can be a driver for teaching in general. This modality makes this same student advance in his competences and build his own professorship. As degree in distance education has unique characteristics, it is a modality that dares to use technology in favor of teaching and make it possible to learn mathematics by a computer screens. Keywords: Phenomenology. Mathematics education. Teacher education.Philosofy of education.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901
10.18264/eadf.v10i1.901
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901
identifier_str_mv 10.18264/eadf.v10i1.901
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901/512
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/901/539
dc.rights.driver.fl_str_mv Copyright (c) 2020 EAD EM FOCO
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 EAD EM FOCO
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
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dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 10 No. 1 (2020)
EaD em Foco; Vol. 10 Núm. 1 (2020)
EaD em Foco; v. 10 n. 1 (2020)
2177-8310
reponame:EAD em Foco
instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron:CECIERJ
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instacron_str CECIERJ
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