INTEGRATION BETWEEN PRESENTIAL AND VIRTUAL TRAINING IN THE CONTINUING EDUCATION OF EDUCATORS: LIMITS, CHALLENGES AND POTENTIALS

• Autor(a) principal: Lacerda, Caroline Côrtes
• Data de Publicação: 2022
• Outros Autores: Sepel, Lenira Maria Nunes
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3543
• topic: formação continuada de educadores; curso semipresencial; Ciência Tecnologia Sociedade; Tecnologias de Informação e Comunicação; continuing education of teachers; blended-learning course; Science Technology Society; Information and Communication Technologies; Tecnologías de la Información y la Comunicación; Sociedad Ciencia y la Tecnología; formación continua de educadores; curso semipresencial

This work aims to analyze the perception of Basic Education educators about the realization of a course called “Continued Education of in-service educators: the CTS approach as an articulator of the integrated curriculum” in the area of Science Technology Society (CTS), as well as as the limits and potential of continuing education. The extension course at the Federal University of Santa Maria lasted 80 h and was held during the 2016 school year, with face-to-face meetings at the participating school and activities in the Virtual Teaching and Learning Environment (AVEA). We seek to apply and discuss Information and Communication Technologies (ICTs), continuing education, the curriculum and evaluate the process. A low adherence of educators to the distance stage of the course was identified, compared to the face-to-face stage, generating questions about the need for training processes focused on technologies and within the workload of teachers. Data were collected based on observation, participation and performance of activities and through a questionnaire in which educators evaluated the course. Data analysis was based on tabulation in Excel spreadsheets, notes, speeches and involvement of the participants. The closed questions were analyzed using graphs and the open ones through the analysis of the Collective Subject Discourse (CSD), a technique used by Lefevre and Lefevre (2003).