Docência online: uma pesquisa-formação na Cibercultura

• Autor(a) principal: Silva, Alexsandra Barbosa da
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10784
• topic: Teaching-research in Cyberculture; Online Education; Pedagogy; Online Teaching; Multireferentiality; Curriculum Acts; Pesquisa-formação na Cibercultura; Educação Online; Pedagogia; Docência Online; Multirreferencialidade; Atos de Currículo; Educação; Computadores e civilização; Educação - Efeito das inovações tecnológicas; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

In the context of contemporary culture mediated by the digital network and mobility, we highlight the emergence of online education in learning nerworks. It is in this environment that the central question of this research emerges: How online education (EOL) can contribute to the training of teachers in general and students of Pedagogy, in particular, with a view to the production of digital content in virtual learning environments? Based on the paradigm of complexity (MORIN, 1996), its epistemomethodological base is anchored in three pillars: in the research approaches with everyday routine (ALVES, 2008; 2012; CERTEAU, 2014), in the principles of the multireferentiality (ARDOINO, 1998; MACEDO, 2010; 2012), and in teaching-research in the context of cyberculture (SANTOS, 2014). Participed 34 students from the Pedagogy course of the University of the State of Rio de Janeiro (UERJ), in the year 2016, was developed in the field of Technology and Education. It aimed at understanding the limits and possibilities of the EOL in the context of teacher training for online teaching. Therefore, we create curriculum acts based on diverse material and intellectual devices, and articulate the Moodle software, its interfaces, the WhatsApp application and the social network Facebook. Which enabled the emergence of narratives in multiple languages and media, which accentuated the character, interactive, collaborative, dialogical and authorial of the productions presented in the different didactic drawings created by students in the Virtual Learning Environment. These contributions of online education lead us to the conclusion that the training of the teacher in general and of the teacher, in particular, should consider the potential of digital technologies, particularly as regards the means of communication and forms of obtaining and disseminating information so that the learning process is done collectively, collaboratively and meaningfully