Seminários virtuais assincronos de histologia: análise de uma pesquisa-formação em um curso superior de enfermagem de Alagoas

• Autor(a) principal: Félix, Viviane Patricia Pereira
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/7391
• topic: Ensino Híbrido; Pesquisa-formação; Seminários Virtuais; Educação Online; Histologia; Hybrid Teaching; Research training; Virtual Seminars; Online Education; Histology; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study had its genesis from a concern of the teacher in the face of the reality experienced inside and outside the classroom, that is, Higher Education, despite the initiatives of the pedagogical body to re-signify the teaching practice, it is still marked, predominantly, due to the protagonism restricted to the figure of the teacher, with the apprentices, in the case in question of Health Sciences, being perceived as recipients of technical and scientific information about diseases and treatments. However, today's cybercultural society suggests that the student is someone who seeks to build his knowledge. Given this scenario, the research in question aims to investigate the potential and limitations of asynchronous virtual seminars for the teaching of Histology and for the construction of a research-teacher training in online education. The work is classified as being of qualitative nature, having as subjects 38 frequent students of the 1st year of the Nursing course of a University of Alagoas. The collection and analysis of the data took place, respectively, by the techniques of Focus Group and Content Analysis. Such procedures allowed to verify that, despite some difficulties faced, the asynchronous virtual seminars instituted good habits in the students (previous study before the class, methods of organization and planning), consolidated theories (planning and organization allow the achievement of objectives), instigated desires ( being a teacher, researcher) and promoted their role, since there was the development of their autonomous capacity, stimulating their creativity, encouraging research, interaction and collaboration in the classroom and gave them a voice. With regard to the teacher-researcher, the most significant contribution was the paradigm shift through which she allowed herself to go through to apply a didactic strategy inserted in cyberculture. In other words, before the research, the educator considered Digital Information and Communication Technologies (TDIC) only as digital technological support tools, however, afterwards, especially due to the challenges she had to overcome when choosing online education, she saw the importance and he felt able to integrate them into his teaching practice. With regard to the educational product, an article was developed with the purpose of sharing such a significant experience with the intelligent collectives that intersect, challenge, clash or mix in cyberspace.