Ambientes virtuais de aprendizagem e formação docente: um estudo sobre salas virtuais como espaço para reflexões e práticas na Educação Básica

• Autor(a) principal: Rezende, Elaine Duarte
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19712
• topic: Continuing teacher education; Context-based design; Middle and High School; Formação continuada de professores; Design instrucional contextualizado; Educação básica; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

Contemporary social changes along with the growth of the World Wide Web and its diverse virtual and social spaces brought about countless reflexes to education, which means that nowadays, it does not make sense that the meaning of the word education is restricted to school physical space. Thus, the present research sought to understand how teachers learn to use resources and tools in a virtual learning environment by means of participating in an online course, assuming that, the use of Virtual Learning Environments (VLE) should be understood and used as a space capable of developing collaborative learning should not be limited to the transposition of pedagogical practices from face-to-face teaching to the virtual environment, or serve only as a content repository. (AZEVEDO, 2002; FREIRE, 1996; LEFFA; FREIRE, 2013; LEVY, 1999; MASETTO; BEHRENS; MORAN, 2006; NÓVOA, 2013; RIBEIRO, 2012; SANTOS, 2002; SILVA, 2010; VALENTE; MOREIRA; DIAS, 2009; VILARINHO; GANGA, 2009), this qualitative-based research focuses on the analysis of interactions and activities carried out by teachers in an online course in distance modality. To do so, the observations were organized into according to the concept of systematic and unsystematic observations in a descriptive and interpretative perspective (RUDIO, 1985; TRIVIÑOS, 2009). After the analysis of the data produced by the interaction of the participants in the course “Teaching Practices in the VLE Moodle”, it was possible to confirm the hypothesis that to an effective use of VLEs in middle and high school context, it was paramount a continuing teacher education that reaches both technical and critical-reflexive aspects. By means of this research, two products were elaborated The first one, the online course “Teaching Practices in the VLE Moodle” itself, as a space for teacher education to the use of VLE Moodle, that was produced in accordance with the concepts of Context-Based Design, that allowed a constant revisit and redoing in all its phases. The second product is an animated tutorial that aims at helping in the use of VLE Moodle and its resources. It was derived from participants‟ most recurrent doubts and difficulties, in a constant exercise of listening. This way, the present research has contributed to teacher education in middle and high school context, fostering necessary practices in contemporary society.