A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS)
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/18451 |
Resumo: | This research aims to investigate the relationship with knowledge in Distance Education (EaD), in order to understand the condition of being a student and the meaning of learning via the internet for students at the Center for Higher Distance Education at the Federal University of Sergipe (CESAD/UFS). The importance of this research is justified by the theoreticalmethodological choice based on the Relationship with Knowledge and by the dialogue with other theoretical approaches, from which we can reflect on the meaning of learning for those who study at a distance. Thus, theoretically, this study is based on the theoretical foundations of Bernard Charlot's “Relationship with Knowledge” in the search to understand the meaning of distance learning; the ethnomethodological approach to the “Student Condition” by Alain Coulon to analyze how the condition of being a student in the distance learning modality is constituted; and Pierre Lévy in order to understand what he calls the “New Relationship with Knowledge” in the online universe. Methodologically, this is a Case Study that, under a qualitative approach, from the perspective of the Sociology of the Subject and Comprehensive, will use the “Balanços de Saber” proposed by Bernard Charlot as an instrument to identify the relationship with knowledge. The field of investigation is CESAD/UFS in its three spheres: institutional, resulting from the relationship with CESAD as UFS; the pedagogical, carried out in the Virtual Learning Environment (VLE) – the Moodle Platform; and the academic one, built in the In-Person Centers in relationships with colleagues, teachers and coordinators. The research covers all 14 (fourteen) In-Person Centers in the municipalities of Arauá, Brejo Grande, Carira, Estância, Japaratuba, Colônia 13/ Lagarto, Laranjeiras, Nossa Senhora das Dores, Nossa Senhora da Glória, Poço Verde, Porto da Folha, Propriá, São Cristóvão and São Domingos. As for the subjects, we invited students enrolled in all Distance Learning Degree Courses, namely: Biological Sciences, Physics, Geography, History, Literature-Spanish, Literature-English, Literature-Portuguese, Mathematics and Chemistry. Data collection was done through an online questionnaire via Google Forms, sent by email, subdivided into five sections to get to know the subjects in five dimensions, namely: Dimension 1: Academic profile; Dimension 2: Socioeconomic, cultural and school profile; Dimension 3: “Digital Technological Profile”; Dimension 4: Student profile in relation to the distance learning modality and the CESAD/UFS AVA; and Dimension 5: the Balance of Knowledge, in which we have testimonies about what it is like to be a distance learning and CESAD/UFS student. With the exception of Dimension 5, all other responses received statistical treatment through the Statistical Package for the Social Sciences (SPSS) with the intention of crossing variables and enabling descriptive statistics. As results, we present the types of learning expressed by the 467 (four hundred and sixty-seven) respondents to the Balanços de Saber. From their testimonies, almost all of them reflective, we were able to learn about the types of learning evoked and what they say about studying and learning remotely at CESAD/UFS. We identified additional learning – Learning Linked to Distance Study (ALED), in addition to those already validated by Bernard Charlot in his research on the relationship with knowledge: Relational and Affective Learning (ARA); Intellectual or School Learning (AIE); Learning Linked to Personal Development (ADP); Professional Learning (APro); Generic Learning (AG); Learning Linked to Everyday Life (ALVC). Finally, we affirm that we achieved the objective of knowing how the relationship with knowledge occurs at CESAD/UFS and the meaning of learning in the distance learning modality for students participating in this research |
id |
UFS-2_a8534b09f2133e63dca55b59079fd07c |
---|---|
oai_identifier_str |
oai:ufs.br:riufs/18451 |
network_acronym_str |
UFS-2 |
network_name_str |
Repositório Institucional da UFS |
repository_id_str |
|
spelling |
Santos, Elissandra SilvaCharlot, Bernard2023-10-03T20:57:17Z2023-10-03T20:57:17Z2018-05-25SANTOS, Elissandra Silva. A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS). 2018. 308 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2018.https://ri.ufs.br/jspui/handle/riufs/18451This research aims to investigate the relationship with knowledge in Distance Education (EaD), in order to understand the condition of being a student and the meaning of learning via the internet for students at the Center for Higher Distance Education at the Federal University of Sergipe (CESAD/UFS). The importance of this research is justified by the theoreticalmethodological choice based on the Relationship with Knowledge and by the dialogue with other theoretical approaches, from which we can reflect on the meaning of learning for those who study at a distance. Thus, theoretically, this study is based on the theoretical foundations of Bernard Charlot's “Relationship with Knowledge” in the search to understand the meaning of distance learning; the ethnomethodological approach to the “Student Condition” by Alain Coulon to analyze how the condition of being a student in the distance learning modality is constituted; and Pierre Lévy in order to understand what he calls the “New Relationship with Knowledge” in the online universe. Methodologically, this is a Case Study that, under a qualitative approach, from the perspective of the Sociology of the Subject and Comprehensive, will use the “Balanços de Saber” proposed by Bernard Charlot as an instrument to identify the relationship with knowledge. The field of investigation is CESAD/UFS in its three spheres: institutional, resulting from the relationship with CESAD as UFS; the pedagogical, carried out in the Virtual Learning Environment (VLE) – the Moodle Platform; and the academic one, built in the In-Person Centers in relationships with colleagues, teachers and coordinators. The research covers all 14 (fourteen) In-Person Centers in the municipalities of Arauá, Brejo Grande, Carira, Estância, Japaratuba, Colônia 13/ Lagarto, Laranjeiras, Nossa Senhora das Dores, Nossa Senhora da Glória, Poço Verde, Porto da Folha, Propriá, São Cristóvão and São Domingos. As for the subjects, we invited students enrolled in all Distance Learning Degree Courses, namely: Biological Sciences, Physics, Geography, History, Literature-Spanish, Literature-English, Literature-Portuguese, Mathematics and Chemistry. Data collection was done through an online questionnaire via Google Forms, sent by email, subdivided into five sections to get to know the subjects in five dimensions, namely: Dimension 1: Academic profile; Dimension 2: Socioeconomic, cultural and school profile; Dimension 3: “Digital Technological Profile”; Dimension 4: Student profile in relation to the distance learning modality and the CESAD/UFS AVA; and Dimension 5: the Balance of Knowledge, in which we have testimonies about what it is like to be a distance learning and CESAD/UFS student. With the exception of Dimension 5, all other responses received statistical treatment through the Statistical Package for the Social Sciences (SPSS) with the intention of crossing variables and enabling descriptive statistics. As results, we present the types of learning expressed by the 467 (four hundred and sixty-seven) respondents to the Balanços de Saber. From their testimonies, almost all of them reflective, we were able to learn about the types of learning evoked and what they say about studying and learning remotely at CESAD/UFS. We identified additional learning – Learning Linked to Distance Study (ALED), in addition to those already validated by Bernard Charlot in his research on the relationship with knowledge: Relational and Affective Learning (ARA); Intellectual or School Learning (AIE); Learning Linked to Personal Development (ADP); Professional Learning (APro); Generic Learning (AG); Learning Linked to Everyday Life (ALVC). Finally, we affirm that we achieved the objective of knowing how the relationship with knowledge occurs at CESAD/UFS and the meaning of learning in the distance learning modality for students participating in this researchEsta pesquisa tem por objetivo investigar a relação com o saber na Educação a Distância (EaD), a fim de compreender a condição de ser estudante e o sentido de aprender via internet dos alunos do Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS). A importância dessa pesquisa justifica-se pela escolha teórico-metodológica pautada na Relação com o Saber e pelo diálogo com outras abordagens teóricas, a partir das quais podemos refletir sobre o sentido de aprender dos que estudam a distância. Assim, teoricamente, este estudo fundamenta-se sob os fundamentos teóricos da “Relação com o Saber” de Bernard Charlot na busca de compreender o sentido de aprender a distância; da abordagem etnometodológica da “Condição de Estudante” de Alain Coulon para analisar como se constitui a condição de ser estudante na modalidade EaD; e Pierre Lévy no sentido de compreender o que ele chama de “Nova Relação com o Saber” no universo on-line. Metodologicamente, este é um estudo de caso que, sob a abordagem qualitativa, na perpectiva da Sociologia do Sujeito e Compreensivista fará uso do “Balanços de Saber” proposto por Bernard Charlot como instrumento para identificar a relação com o saber. O campo de investigação é o CESAD/UFS em suas três esferas: a institucional, resultante da relação com o CESAD enquanto UFS; a pedagógica, efetivada no Ambiente Virtual de Aprendizagem (AVA) – a Plataforma Moodle; e a acadêmica, construída nos Polos Presenciais nas relações com colegas, professores e coordenadores. A pesquisa abrange todos os 14 (quatorze) Polos Presenciais dos municípios de Arauá, Brejo Grande, Carira, Estância, Japaratuba, Colônia 13/ Lagarto, Laranjeiras, Nossa Senhora das Dores, Nossa Senhora da Glória, Poço Verde, Porto da Folha, Propriá, São Cristóvão e São Domingos. Quanto aos sujeitos, convidamos os alunos matriculados de todos os Cursos de Licenciatura EaD, a saber: Ciências Biológicas, Física, Geografia, História, Letras-Espanhol, Letras-Inglês, Letras-Português, Matemática e Química. A coleta de dados foi feita por meio de um questionário on-line via Google Forms, enviado por e-mail, subdividido em cinco seções para conhecer os sujeitos em cinco dimensões, a saber: Dimensão 1: Perfil acadêmico; Dimensão 2: Perfil socioeconômico, cultural e escolar; Dimensão 3: “Perfil Tecnológico Digital”; Dimensão 4: Perfil do estudante em relação à modalidade EaD e ao AVA do CESAD/UFS; e Dimensão 5: o Balanço de Saber, no qual temos depoimentos sobre como é ser aluno EaD e do CESAD/UFS. Com exceção da Dimensão 5, todas as outras respostas receberam tratamento estatístico por meio do Programa Statistical Package for the Social Sciences (SPSS) com intenção de fazer o cruzamento das variáveis e possibilitar uma estatística descritiva. Como resultados, apresentamos os tipos de aprendizagens expressos pelos 467 (quatrocentos e sessenta e sete) respondentes dos Balanços de Saber. A partir de seus depoimentos, quase todos reflexivos, pudemos conhecer os tipos de aprendizagens evocadas e o que dizem sobre estudar e aprender a distância no CESAD/UFS. Identificamos uma aprendizagem a mais – Aprendizagens Ligadas ao Estudo a Distância (ALED), além das já validadas por Bernard Charlot em suas pesquisas sobre relação com o saber: Aprendizagens Relacionais e Afetivas (ARA); Aprendizagens Intelectuais ou Escolares (AIE); Aprendizagens Ligadas ao Desenvolvimento Pessoal (ADP); Aprendizagens Profissionais (APro); Aprendizagens Genéricas (AG); Aprendizagens Ligadas À Vida Cotidiana (ALVC). Por fim, afirmamos que atingimos o objetivo de conhecer como se dá a relação com o saber no CESAD/UFS e o sentido de aprender na modalidade EaD para os estudantes participantes deta pesquisa.São CristóvãoporEnsino a distânciaEstudantes universitáriosAprendizagem ativaSabedoriaTecnologia educacionalCentro de Educação Superior a Distância (CESAD/UFS)Condição de estudanteEducação a distânciaNova relação com o saberRelação com o saberCenter for Distance Higher Education (CESAD/UFS)Student statusDistance educationNew relationship with knowledgeRelationship with knowledgeCIENCIAS HUMANAS::EDUCACAOA relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18451/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALELISSANDRA_SILVA_SANTOS.pdfELISSANDRA_SILVA_SANTOS.pdfapplication/pdf5836784https://ri.ufs.br/jspui/bitstream/riufs/18451/2/ELISSANDRA_SILVA_SANTOS.pdffd8a94cbc10ac4480888ffd7251ba973MD52riufs/184512023-10-03 17:57:22.784oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-10-03T20:57:22Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) |
title |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) |
spellingShingle |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) Santos, Elissandra Silva Ensino a distância Estudantes universitários Aprendizagem ativa Sabedoria Tecnologia educacional Centro de Educação Superior a Distância (CESAD/UFS) Condição de estudante Educação a distância Nova relação com o saber Relação com o saber Center for Distance Higher Education (CESAD/UFS) Student status Distance education New relationship with knowledge Relationship with knowledge CIENCIAS HUMANAS::EDUCACAO |
title_short |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) |
title_full |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) |
title_fullStr |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) |
title_full_unstemmed |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) |
title_sort |
A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS) |
author |
Santos, Elissandra Silva |
author_facet |
Santos, Elissandra Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Elissandra Silva |
dc.contributor.advisor1.fl_str_mv |
Charlot, Bernard |
contributor_str_mv |
Charlot, Bernard |
dc.subject.por.fl_str_mv |
Ensino a distância Estudantes universitários Aprendizagem ativa Sabedoria Tecnologia educacional Centro de Educação Superior a Distância (CESAD/UFS) Condição de estudante Educação a distância Nova relação com o saber Relação com o saber |
topic |
Ensino a distância Estudantes universitários Aprendizagem ativa Sabedoria Tecnologia educacional Centro de Educação Superior a Distância (CESAD/UFS) Condição de estudante Educação a distância Nova relação com o saber Relação com o saber Center for Distance Higher Education (CESAD/UFS) Student status Distance education New relationship with knowledge Relationship with knowledge CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Center for Distance Higher Education (CESAD/UFS) Student status Distance education New relationship with knowledge Relationship with knowledge |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to investigate the relationship with knowledge in Distance Education (EaD), in order to understand the condition of being a student and the meaning of learning via the internet for students at the Center for Higher Distance Education at the Federal University of Sergipe (CESAD/UFS). The importance of this research is justified by the theoreticalmethodological choice based on the Relationship with Knowledge and by the dialogue with other theoretical approaches, from which we can reflect on the meaning of learning for those who study at a distance. Thus, theoretically, this study is based on the theoretical foundations of Bernard Charlot's “Relationship with Knowledge” in the search to understand the meaning of distance learning; the ethnomethodological approach to the “Student Condition” by Alain Coulon to analyze how the condition of being a student in the distance learning modality is constituted; and Pierre Lévy in order to understand what he calls the “New Relationship with Knowledge” in the online universe. Methodologically, this is a Case Study that, under a qualitative approach, from the perspective of the Sociology of the Subject and Comprehensive, will use the “Balanços de Saber” proposed by Bernard Charlot as an instrument to identify the relationship with knowledge. The field of investigation is CESAD/UFS in its three spheres: institutional, resulting from the relationship with CESAD as UFS; the pedagogical, carried out in the Virtual Learning Environment (VLE) – the Moodle Platform; and the academic one, built in the In-Person Centers in relationships with colleagues, teachers and coordinators. The research covers all 14 (fourteen) In-Person Centers in the municipalities of Arauá, Brejo Grande, Carira, Estância, Japaratuba, Colônia 13/ Lagarto, Laranjeiras, Nossa Senhora das Dores, Nossa Senhora da Glória, Poço Verde, Porto da Folha, Propriá, São Cristóvão and São Domingos. As for the subjects, we invited students enrolled in all Distance Learning Degree Courses, namely: Biological Sciences, Physics, Geography, History, Literature-Spanish, Literature-English, Literature-Portuguese, Mathematics and Chemistry. Data collection was done through an online questionnaire via Google Forms, sent by email, subdivided into five sections to get to know the subjects in five dimensions, namely: Dimension 1: Academic profile; Dimension 2: Socioeconomic, cultural and school profile; Dimension 3: “Digital Technological Profile”; Dimension 4: Student profile in relation to the distance learning modality and the CESAD/UFS AVA; and Dimension 5: the Balance of Knowledge, in which we have testimonies about what it is like to be a distance learning and CESAD/UFS student. With the exception of Dimension 5, all other responses received statistical treatment through the Statistical Package for the Social Sciences (SPSS) with the intention of crossing variables and enabling descriptive statistics. As results, we present the types of learning expressed by the 467 (four hundred and sixty-seven) respondents to the Balanços de Saber. From their testimonies, almost all of them reflective, we were able to learn about the types of learning evoked and what they say about studying and learning remotely at CESAD/UFS. We identified additional learning – Learning Linked to Distance Study (ALED), in addition to those already validated by Bernard Charlot in his research on the relationship with knowledge: Relational and Affective Learning (ARA); Intellectual or School Learning (AIE); Learning Linked to Personal Development (ADP); Professional Learning (APro); Generic Learning (AG); Learning Linked to Everyday Life (ALVC). Finally, we affirm that we achieved the objective of knowing how the relationship with knowledge occurs at CESAD/UFS and the meaning of learning in the distance learning modality for students participating in this research |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-05-25 |
dc.date.accessioned.fl_str_mv |
2023-10-03T20:57:17Z |
dc.date.available.fl_str_mv |
2023-10-03T20:57:17Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Elissandra Silva. A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS). 2018. 308 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2018. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/18451 |
identifier_str_mv |
SANTOS, Elissandra Silva. A relação com o saber na educação a distância : a condição de ser estudante e o sentido de aprender via internet no Centro de Educação Superior a Distância da Universidade Federal de Sergipe (CESAD/UFS). 2018. 308 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2018. |
url |
https://ri.ufs.br/jspui/handle/riufs/18451 |
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.publisher.program.fl_str_mv |
Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
Universidade Federal de Sergipe (UFS) |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFS instname:Universidade Federal de Sergipe (UFS) instacron:UFS |
instname_str |
Universidade Federal de Sergipe (UFS) |
instacron_str |
UFS |
institution |
UFS |
reponame_str |
Repositório Institucional da UFS |
collection |
Repositório Institucional da UFS |
bitstream.url.fl_str_mv |
https://ri.ufs.br/jspui/bitstream/riufs/18451/1/license.txt https://ri.ufs.br/jspui/bitstream/riufs/18451/2/ELISSANDRA_SILVA_SANTOS.pdf |
bitstream.checksum.fl_str_mv |
098cbbf65c2c15e1fb2e49c5d306a44c fd8a94cbc10ac4480888ffd7251ba973 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS) |
repository.mail.fl_str_mv |
repositorio@academico.ufs.br |
_version_ |
1802110744602345472 |