Narrando minha experiência formativa pela docência online: as relações na Educação a Distância

• Autor(a) principal: Wanderley, Lydia Passos Bispos
• Data de Publicação: 2015
• 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/1/9991
• topic: Education process; Online teacher; Relations at distance learning; Virtual learning environment; Processos formativos; Docente online; Relações na EaD; Ambiente virtual de aprendizagem; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research has as its central objective to investigate, through my autobiographic narrative, the way I am the instructor, in the place I act as a distance tutor at the discipline of Supervised Probation on Young people and Adults Education. The empiric field of the research was the Virtual Learning Environment (VLE) of this discipline that it is part of the graduation course where the person is not present all the time on Pedagogy Licentiateship at the University of the State of Rio de Janeiro (UERJ), with accord of the Center of Education at distance of the State of Rio de Janeiro (CEDERJ). At this place I tried to understand not as a spectator, but as an actor, the discursive relations of the interlocutors who were present in the virtual environmental and to analyse the conflicts and unfamiliarities that occurred in it. The social interactions and the propositions that appeared in the field were studied from Mikhail Bakhtin a theoretician of Philosophy Language. The work with a theoretician-methodological approach of (auto)biography has done the investigation on a dialogue from Marie-Christine Josso, Christine Delory Momberger and Elizeu Clementino de Souza. The investigation brought the possibility of a theoretician structure that pointed us to understand that it is in the conflict that we meet unfamiliarities that indicates that the subjective formation is always in coming to be. It is possible to see that I act as an instructor with propositions lived in my experienced relations as a historical subject that I am. Besides this, it was possible to observe that the hybridism of communicative polos that was present in the virtual environment of apprenticeship influences how the student addresses the instructor. It is a social change, a change of structure. The relations are altered by the power of emission. The virtual instructor and the student perform their roles influenced by the engaged relation: the polos seem to be on a horizontal level. It was clear that the charges happen on both sides, not by the power relation or by weakness of the relations, but by the reconfigurations of the roles at the virtual environment of apprenticeship.