[Trans]forming experiences from teaching-learning processes in learning subjects in the context of Distance Education at Instituto Federal Farroupilha

• Autor(a) principal: Visentini, Lucas
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/585
• topic: Ensino-aprendizagem; Formação discente/docente; Educação a distância; Teaching-learning; Student/teacher training; Distance Education

This article aims to socialize the experiences resulting from student performance in the profuncionario, which is the induction Program for Professional Training in Service for public basic Education employees, in the context of distance education (DE) at the Instituto Federal Farroupilha (IFFar). It was intended to weave understandings that apprehend the possible [re]significations and [trans]formations carried out by the students in relation to their teaching-learning process, when performing a qualitative textual analysis on their expectations and concrete experiences experienced. As a theoretical-methodological framework for the fabric of this investigation, the following categories and respective authors were used: affectivity in educational action (BARCELOS; 2016; MATURANA; 1998; 2001; 2010); qualitative textual analysis (MORAES; 2003); scientific value criteria (TRIVIÑOS; 2015); life experiences and training (JOSSO; 2002; 2004; 2010). From the research findings, it was found that the [re]significations made by the learning subjects about their teaching-learning process in a technological context in Distance Education, in the Didactic Multimedia Course, in general, and in the discipline of Informatics Applied to the Arts, in a specific way, provided significant [trans]formations that promoted effective possibility and materialization of personal-professional development that, consequently, reflected positively on the actions performed by their functions in the schools where they work, in different areas of knowledge .