Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMG |
Texto Completo: | http://hdl.handle.net/1843/BUOS-B4LMWW |
Resumo: | This research aims to analyze how the relations of affectivity and interactivity in the processes involving the actors (student, teacher, tutor and team of professionals) of distance learning (EaD) are established and to what extent do these relationships lead to greater involvement, participation and engagement of the students in the educational activities developed. The problematization seeks to investigate how the relations of interactivity and affectivity in the processes involving the actors (student, teacher, tutor and team of professionals) of distance education? To what extent do these relationships lead to greater involvement, participation, and engagement of students in their activities? The theoretical framework was structured in order to understand the concept of affectivity and its implications. For this, a study of Vygostsky's theory was carried out, which deals with the question of affectivity through the study of the experiences and of Henri Wallon, which integrates affectivity, intelligence and motor act. Subsequently, the regulatory framework of EaD is presented based on legislation that regulates the modality and the issue of affectivity in the educational processes is explored, taking as reference Freire (1996) and Vygostsky (1993). Based on authors such as Peters (2006), Moore and Kersley (2008), Marco Silva (2014), Lilian Valle and Estrella Bohadana (2012), the last theoretical chapter presents the concept of dialogue, interaction and interactivity in distance education. The empirical research was obtained in a bachelors degree in Administration, offered by a private university and a degree in Pedagogy offered by a public university linked to the Open University of Brazil (UAB) system. The methodological procedures were semi-structured interviews and questionnaires with a representative sample of students enrolled in the courses. The data were analyzed from the perspective of Laurence Bardin's content analysis. Two analytical categories were chosen: the first dialogue, interaction and interactivity, and the second affectivity, in order to identify elements that characterize the presence of affect and of interactivity in the offer of distance courses. The results show that although the professionals seek to provide different teaching strategies in order to contribute to the teaching and learning process of the students, there is still a long way to go in order to develop the potential of interactivity and affectivity in higher education and learning processes. With this research, we intend to seek subsidies for the educational act developed in the EaD courses to be permeated by care in relationships in order to give students a productive, pleasurable and instigating learning. |
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Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduaçãoEducação a distânciaEnsino superiorAfetividadeInteratividadeEducação a distânciaEnsino à distânciaEnsino a distância InteratividadeEducaçãoEnsino superiorEnsino superior Aspectos sociaisAfetividadeEnsino à distância Métodos de ensinoEnsino a distância AfetividadeThis research aims to analyze how the relations of affectivity and interactivity in the processes involving the actors (student, teacher, tutor and team of professionals) of distance learning (EaD) are established and to what extent do these relationships lead to greater involvement, participation and engagement of the students in the educational activities developed. The problematization seeks to investigate how the relations of interactivity and affectivity in the processes involving the actors (student, teacher, tutor and team of professionals) of distance education? To what extent do these relationships lead to greater involvement, participation, and engagement of students in their activities? The theoretical framework was structured in order to understand the concept of affectivity and its implications. For this, a study of Vygostsky's theory was carried out, which deals with the question of affectivity through the study of the experiences and of Henri Wallon, which integrates affectivity, intelligence and motor act. Subsequently, the regulatory framework of EaD is presented based on legislation that regulates the modality and the issue of affectivity in the educational processes is explored, taking as reference Freire (1996) and Vygostsky (1993). Based on authors such as Peters (2006), Moore and Kersley (2008), Marco Silva (2014), Lilian Valle and Estrella Bohadana (2012), the last theoretical chapter presents the concept of dialogue, interaction and interactivity in distance education. The empirical research was obtained in a bachelors degree in Administration, offered by a private university and a degree in Pedagogy offered by a public university linked to the Open University of Brazil (UAB) system. The methodological procedures were semi-structured interviews and questionnaires with a representative sample of students enrolled in the courses. The data were analyzed from the perspective of Laurence Bardin's content analysis. Two analytical categories were chosen: the first dialogue, interaction and interactivity, and the second affectivity, in order to identify elements that characterize the presence of affect and of interactivity in the offer of distance courses. The results show that although the professionals seek to provide different teaching strategies in order to contribute to the teaching and learning process of the students, there is still a long way to go in order to develop the potential of interactivity and affectivity in higher education and learning processes. With this research, we intend to seek subsidies for the educational act developed in the EaD courses to be permeated by care in relationships in order to give students a productive, pleasurable and instigating learning.Esta pesquisa tem como objetivo analisar como são estabelecidas as relações de afetividade e interatividade nos processos que envolvem os atores (da Educação a Distância (EaD) e de que forma essas relações contribuem para o processo de ensino e aprendizagem. A problematização busca investigar como acontecem as relações de interatividade e afetividade nos processos que envolvem os atores (aluno, professor, tutor e equipe de profissionais) da educação a distância? Em que medida essas relações proporcionam um maior envolvimento, participação e engajamento dos alunos nas atividades desenvolvidas? O referencial teórico foi estruturado de forma a compreender o conceito de afetividade e suas implicações, para isso foi realizado um estudo da teoria de Vygostsky, que aborda a questão da afetividade por meio do estudo das vivências e de Henri Wallon, que integra afetividade, inteligência e ato motor. Posteriormente, apresenta-se o marco regulatório da EaD baseando em legislações que regulamentam a modalidade e explora-se a questão da afetividade nos processos educacionais tendo como referência Freire (1996) e Vygostsky (1993). E o último capítulo teórico apresenta o conceito de dialogia, interação e interatividade na educação a distância, com base em autores como Peters (2006), Moore e Kearsley (2008), Marco Silva (2014), Lilían Valle e Estrella Bohadana (2012). A pesquisa empírica foi obtida por meio de um estudo de caso realizado em um curso de bacharelado em Administração, ofertado por uma Instituição de Ensino Superior Privada (IES), e uma licenciatura em Pedagogia, ofertada por uma Instituição de Ensino Superior Pública (IES) vinculada ao sistema Universidade Aberta do Brasil (UAB). Os procedimentos metodológicos realizados foram observações on-line no Ambiente Virtual de Aprendizagem (AVA) de ambas as Instituições, entrevistas e questionários semiestruturados com uma amostra representativa de alunos regulamente matriculados nos cursos. Os dados foram analisados sob a ótica da análise de conteúdo de Laurence Bardin, para isso, elegeu-se duas categorias analíticas, sendo a primeira diálogo, interação e interatividade e a segunda afetividade, de forma a identificar elementos que caracterizam a presença do afeto e da interatividade na oferta de cursos a distância. Os resultados demonstram que, apesar dos profissionais buscarem oportunizar diferentes estratégias didáticas, a fim de contribuir com o processo de ensino e aprendizagem dos alunos, ainda existe um longo caminho a ser percorrido para desenvolver as potencialidades da interatividade e afetividade nos processos de ensino e aprendizagem superior. Com esta pesquisa, pretendemos buscar subsídios para que o ato educativo desenvolvido nos cursos EaD seja permeado pelo cuidado nas relações de forma a oportunizar aos estudantes um aprendizado produtivo, prazeroso e instigador.Universidade Federal de Minas GeraisUFMGEucidio Pimenta ArrudaAdriana Araujo Pereira BorgesFernando Selmar Rocha FidalgoJuliane CorreaMarcello FerreiraMarina Rodrigues Ramos2019-08-14T19:22:11Z2019-08-14T19:22:11Z2018-05-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/1843/BUOS-B4LMWWinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMG2019-11-14T10:52:26Zoai:repositorio.ufmg.br:1843/BUOS-B4LMWWRepositório InstitucionalPUBhttps://repositorio.ufmg.br/oairepositorio@ufmg.bropendoar:2019-11-14T10:52:26Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação |
title |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação |
spellingShingle |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação Marina Rodrigues Ramos Educação a distância Ensino superior Afetividade Interatividade Educação a distância Ensino à distância Ensino a distância Interatividade Educação Ensino superior Ensino superior Aspectos sociais Afetividade Ensino à distância Métodos de ensino Ensino a distância Afetividade |
title_short |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação |
title_full |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação |
title_fullStr |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação |
title_full_unstemmed |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação |
title_sort |
Afetividade e interatividade na educação a distância: dimensões dos processos educativos em cursos de graduação |
author |
Marina Rodrigues Ramos |
author_facet |
Marina Rodrigues Ramos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Eucidio Pimenta Arruda Adriana Araujo Pereira Borges Fernando Selmar Rocha Fidalgo Juliane Correa Marcello Ferreira |
dc.contributor.author.fl_str_mv |
Marina Rodrigues Ramos |
dc.subject.por.fl_str_mv |
Educação a distância Ensino superior Afetividade Interatividade Educação a distância Ensino à distância Ensino a distância Interatividade Educação Ensino superior Ensino superior Aspectos sociais Afetividade Ensino à distância Métodos de ensino Ensino a distância Afetividade |
topic |
Educação a distância Ensino superior Afetividade Interatividade Educação a distância Ensino à distância Ensino a distância Interatividade Educação Ensino superior Ensino superior Aspectos sociais Afetividade Ensino à distância Métodos de ensino Ensino a distância Afetividade |
description |
This research aims to analyze how the relations of affectivity and interactivity in the processes involving the actors (student, teacher, tutor and team of professionals) of distance learning (EaD) are established and to what extent do these relationships lead to greater involvement, participation and engagement of the students in the educational activities developed. The problematization seeks to investigate how the relations of interactivity and affectivity in the processes involving the actors (student, teacher, tutor and team of professionals) of distance education? To what extent do these relationships lead to greater involvement, participation, and engagement of students in their activities? The theoretical framework was structured in order to understand the concept of affectivity and its implications. For this, a study of Vygostsky's theory was carried out, which deals with the question of affectivity through the study of the experiences and of Henri Wallon, which integrates affectivity, intelligence and motor act. Subsequently, the regulatory framework of EaD is presented based on legislation that regulates the modality and the issue of affectivity in the educational processes is explored, taking as reference Freire (1996) and Vygostsky (1993). Based on authors such as Peters (2006), Moore and Kersley (2008), Marco Silva (2014), Lilian Valle and Estrella Bohadana (2012), the last theoretical chapter presents the concept of dialogue, interaction and interactivity in distance education. The empirical research was obtained in a bachelors degree in Administration, offered by a private university and a degree in Pedagogy offered by a public university linked to the Open University of Brazil (UAB) system. The methodological procedures were semi-structured interviews and questionnaires with a representative sample of students enrolled in the courses. The data were analyzed from the perspective of Laurence Bardin's content analysis. Two analytical categories were chosen: the first dialogue, interaction and interactivity, and the second affectivity, in order to identify elements that characterize the presence of affect and of interactivity in the offer of distance courses. The results show that although the professionals seek to provide different teaching strategies in order to contribute to the teaching and learning process of the students, there is still a long way to go in order to develop the potential of interactivity and affectivity in higher education and learning processes. With this research, we intend to seek subsidies for the educational act developed in the EaD courses to be permeated by care in relationships in order to give students a productive, pleasurable and instigating learning. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-05-25 2019-08-14T19:22:11Z 2019-08-14T19:22:11Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1843/BUOS-B4LMWW |
url |
http://hdl.handle.net/1843/BUOS-B4LMWW |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais UFMG |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais UFMG |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMG instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Repositório Institucional da UFMG |
collection |
Repositório Institucional da UFMG |
repository.name.fl_str_mv |
Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
repositorio@ufmg.br |
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1816829656793350144 |