Graduação a distância e práticas pedagógicas apoiadas por tecnologias digitais : um estudo no curso de pedagogia

• Autor(a) principal: Massaro, Giselle
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/3823
• topic: PEDAGOGIA; EDUCAÇÃO A DISTÂNCIA; PROFESSORES - FORMAÇÃO PROFISSIONAL; TECNOLOGIA DIGITAL; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aimed to study teacher-formation course of Universidade Aberta do Brasil (UAB) which was developed using e-learning approach under Pró-Licenciatura project powered by Brazilian government. The main purpose of the investigation was to discover how this course of UAB contributed to change teacher s face-to-face practices considering use of Digital Technologies. It was an exploratory research which used a qualitative approach, including a bibliographical survey and a case study. The instruments used to collect data were questionnaire, interview and course s documents. In order to analyze the data we used Moraes and Galiazzi (2007) Discursive Textual Analysis methodology. The research subjects were undergraduate s students who finished the course in 2010 by Pró-Licenciatura program in Universidade Federal do Rio Grande do Sul (UFRGS). The findings showed us that teachers in service managed to use Digital Technologies in their pedagogical practice in a certain degree, even though they have found difficulties during their studies. It was also noticed the return to school is always a challenge despite the effort made by them to promote the pedagogical use of Digital Technologies. The results proved that although teachers make an effort to change their pedagogical practices they have not always managed to use the best teaching strategies in classroom because there is a lack of technological resources and a lack of school management support it. We expected this research aid to clarify the use of e-learning approach can contributed to prepare teachers for the use of Digital Technologies as well as brings contributions to discuss about teacher-formation in times of cyberculture. We also expected the programs of teacher-formation ought to include Digital Technologies not only as an object of study but as a support element of real practical experience.