Mediação Pedagógica na Educação a Distância: Possibilidades a partir das contribuições da abordagem de Reuven Feuerstein

• Autor(a) principal: Ferreira, Juliene Madureira
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/17091
• topic: Psicologia educacional; Ensino à distância; Mediação pedagógica; Educação a distância; Tutoria a distância; Pedagogical mediation; Distance education; Distance tutorial; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

Taking in consideration the present need for research in the area of distance education this study aims to investigate and analyze the pedagogical practices of tutoring in distance education by web, keeping as the main focus the analysis of the pedagogical mediation. For the analysis and understanding of mediacional action we used, as theoretical contributions, the referential on pedagogical mediation of Reuven Feuerstein. This research in psychology, with qualitative line, counted with the participation of 25 tutors of an Distance Education Graduation Course that is offered by a Federal University in Brasil and its coordinators. It had as Methodological proposal two moments of research: the first structured with the application of a questionnaire, built for the study, that worked with the participants ' registration information (name, education, professional experience, work goals and perceptions about the pedagogical practice in distance education); and, the second phase consisting of an interview with the participants, in which they were discussed issues such as pedagogical mediation in distance education, vocational training procedures for the work of mentoring and the mentor's pedagogical practice. The data analysis method chosen was The Grounded Theory, which is characterized by a qualitative analysis of data whose categorial differentiator is the construction of a theory that explains the phenomenon from data. Through the analysis of the results is possible to conclude that the pedagogical as proposed Feuerstein mediation may not yet be identified in practice educational administration course tutors to distance. Still could be concluded that the context of distance education lacks specific training for academic/professional teachers working in the distance and a defaulting in training elements are precisely the systematization of a mediacional action that takes into account the peculiarities of the distance education.