Mediação pedagógica: uma relação de construção e descobertas no ambiente virtual de aprendizagem na modalidade semipresencial

• Autor(a) principal: Facuri, Marilena Estrella
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/18071
• topic: Interação; Mediação pedagógica; Ambiente virtual de aprendizagem; Aprendizagem; Interaction; Pedagogical mediation; Virtual learning environment; Learning; CNPQ::ENGENHARIAS

The world is undergoing transformation in pursuit of acquiring knowledge, this context has received several denominations: the knowledge society (Levy, 1999), information age (Oliver, 1999), the network society (Castells, 2000). Access to knowledge has never been so available through networks that circulate among millions of users these new social and economic goods. Their acquisition processes in based on information and communication technology platforms have become indispensable to the programs and projects for training and education. Without such insights and understandings about these devices, platforms, theoretical arrays and methodologies in the new relations of teaching and learning stagnate. The blended mode - in accordance with Portaria MEC nº. 4.059/2004 - is characterized as any teaching activities, modules or units of teaching and learning focused on self-learning under the tutelage of qualified teachers and with the mediation of learning resources organized in different information media using technologies of remote communication. This hybrid model (the classroom and the use of Virtual Learning Environment - VLE) has raised questions about how interaction and pedagogic mediation between teachers and students could occur in VLE. This research aims to understand the process of pedagogical interaction and mediation of the teacher who uses the Virtual Learning Environment Aluno on-Line of Centro Universitário de Rio Preto - UNIRP and student learning. Methodologically the research will be realized by the method of case study that will seek also to study how meaningful learning and knowledge construction mediated by Virtual Learning Environment occur. Data collection will be performed by direct analysis of the records of the interfaces of VLE. Contemporary theories of learning closer to this study are: Jean Piaget's constructivism, the social constructivist interactionist or sociointeractionists of Vygotsky and meaningful learning of Ausebel. Although these theories were not originally designed to examine the cognitive development of adult students, they adapt to our discussions for presenting the cognitive characteristics that emphasize the concepts of interaction and mediation as well as the influence that the environment and context have to a constructed and meaningful learning