A EAD: uma nova estratégia para formação continuada do professor

• Autor(a) principal: Vieira, Joelma de Souza
• Data de Publicação: 2011
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRJ
• Texto Completo: http://hdl.handle.net/11422/866
• topic: Educação a distância; Formação de professores; Internet na educação; Teacher's formation; Distance education; Educational technology; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL

This paper deals with the issue of Distance Education (EAD) during the continuing teacher’s formation process. The aim of this study is to check if the EAD by Internet or print media can be considered a strategy in the continuing teacher’s formation, taking into consideration its possibilities and limitations during the learning environment. The interest about this issue is due to our involvement in the formation of teachers who works in a municipal school in Rio de Janeiro. At first we take into consideration a reference theory about teachers formation considering not only the initial teacher’s formation but the continuing teacher’s formation according to Nóvoa (1992 and 1995), Candau (1998), Belloni (1998 and 1999) and Libâneo (2004). It is worth to mention that the continuing teacher’s formation was examined in the 90’ decade, taking into account our personal experience as municipal teacher. The concepts, characteristics, principles and history of EAD were checked in the publication of LDB 9394/96. In addition to this, the technologies and the continuing teacher’s formation programme were examined by MEC associated with public universities. In order to do that, we make a field study considering quantity and quality approach, collecting information by a questionnaire with twenty teachers from public schools in Rio de Janeiro who have experience of EAD courses. Thus, after the studies and the reflection of the issue, we come to conclusion that the EAD offers an alternative so that the permanent teacher’s formation, may become continuous into an environment of democratization of knowledge.