Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/13682 https://doi.org/10.14393/ufu.te.2014.109 |
Resumo: | The central object of this research is about History teachers‟ background, in Distance Education, in particular, in the institutions - Montes Claros State University (UNIMONTES) and Uberaba University (UNIUBE), institutions providers of this type of education. The general objective was to analyze the political-pedagogical projects, the curriculum, the knowledge and the pedagogical practices in initial training courses for History teachers, in the modality of Distance Education, focusing on weaken and improvers aspects. The methodology adopted is situated in the qualitative approach of educational research, having been carried out a multiple case study. The procedures and the sources used were: the bibliographic research, content analysis of official documents; and the application of a questionnaire to teachers of these investigation. The initial sample was composed of 73 employees: managers, teachers trainers and tutors of these institutions, and the data obtained correspond to 33 participants. For recording and analysis of the data we use the digital search tools: a tool was \"Google docs\", which allowed for the submission of the questionnaire to the subjects involved in the research, via the Internet; the other tool was the Tropes software, version 8.4.2 of February 2014, which helped in the analysis of the data obtained through the questionnaire. The results showed several weaknesses in the cases studied: the ignorance of the PPP by many teachers; the instability of the teachers in the courses; the fragmentation of content; the conditions of telecommunications; the lack of integration of multidisciplinary team; evaluation processes without rigor; the prejudice against this modality; the difficult access to virtual platforms; the absence of research in courses; according to the teacher, the students don´t go beyond the textbook available; no training of tutors to follow-up the students; the lack of qualification of the students and the fears in relation to the use of technologies; the lack of learning to read, interpret, and solve problems individually or collectively; the not search for autonomy; difficulties in learning to learn and lack of technology; the behavior of the students in relation to the daily working hours of study. Among the potential, we highlight: the commitment of teachers; the indication of complementary and obligated readings in didactic material; the trust as part of the multidisciplinary team to develop the educational materials; the belief in the modality for the continued education; the opportunity for initial training, whereas the distancing of the students in relation to training centers; the pedagogical potential of Distance Education; the involvement of teachers with pedagogical practice; the courses made by teachers to act in the this modality; and the belief in the use of technology as an important element in the process of teaching and learning. We believe that these indicators may provoke discussions and contribute to the improvement of the quality of education, in particular the History teachers‟ background, in Distance Education. |
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Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e UnimontesFormação de professor de HistóriaEducação a distânciaProjetos políticos-pedagógicosSaberes e práticasProfessores de História - formaçãoEnsino à distância - CurrículosDistance educationPolitical-pedagogical projectsKnowledge and practicesCNPQ::CIENCIAS HUMANAS::EDUCACAOThe central object of this research is about History teachers‟ background, in Distance Education, in particular, in the institutions - Montes Claros State University (UNIMONTES) and Uberaba University (UNIUBE), institutions providers of this type of education. The general objective was to analyze the political-pedagogical projects, the curriculum, the knowledge and the pedagogical practices in initial training courses for History teachers, in the modality of Distance Education, focusing on weaken and improvers aspects. The methodology adopted is situated in the qualitative approach of educational research, having been carried out a multiple case study. The procedures and the sources used were: the bibliographic research, content analysis of official documents; and the application of a questionnaire to teachers of these investigation. The initial sample was composed of 73 employees: managers, teachers trainers and tutors of these institutions, and the data obtained correspond to 33 participants. For recording and analysis of the data we use the digital search tools: a tool was \"Google docs\", which allowed for the submission of the questionnaire to the subjects involved in the research, via the Internet; the other tool was the Tropes software, version 8.4.2 of February 2014, which helped in the analysis of the data obtained through the questionnaire. The results showed several weaknesses in the cases studied: the ignorance of the PPP by many teachers; the instability of the teachers in the courses; the fragmentation of content; the conditions of telecommunications; the lack of integration of multidisciplinary team; evaluation processes without rigor; the prejudice against this modality; the difficult access to virtual platforms; the absence of research in courses; according to the teacher, the students don´t go beyond the textbook available; no training of tutors to follow-up the students; the lack of qualification of the students and the fears in relation to the use of technologies; the lack of learning to read, interpret, and solve problems individually or collectively; the not search for autonomy; difficulties in learning to learn and lack of technology; the behavior of the students in relation to the daily working hours of study. Among the potential, we highlight: the commitment of teachers; the indication of complementary and obligated readings in didactic material; the trust as part of the multidisciplinary team to develop the educational materials; the belief in the modality for the continued education; the opportunity for initial training, whereas the distancing of the students in relation to training centers; the pedagogical potential of Distance Education; the involvement of teachers with pedagogical practice; the courses made by teachers to act in the this modality; and the belief in the use of technology as an important element in the process of teaching and learning. We believe that these indicators may provoke discussions and contribute to the improvement of the quality of education, in particular the History teachers‟ background, in Distance Education.Doutor em EducaçãoO objeto central desta investigação é a formação de professores de História, na modalidade de Educação a Distância (EAD), em particular, nas instituições mineiras Universidade Estadual de Montes Claros (UNIMONTES) e Universidade de Uberaba (UNIUBE), instituições provedoras de EAD. O objetivo geral foi analisar os projetos político-pedagógicos, os currículos, os saberes e as práticas pedagógicas nos cursos de formação inicial de professores de História, na modalidade EAD, focalizando os aspectos fragilizadores e potencializadores. A metodologia adotada situa-se na abordagem qualitativa da pesquisa educacional, tendo sido realizado um estudo de caso múltiplo. Os procedimentos e as fontes utilizadas foram: a pesquisa bibliográfica, a análise de conteúdo de documentos oficiais; e a aplicação de um questionário aos formadores das IES investigadas. A amostra inicial foi composta de 73 colaboradores: gestores, professores formadores/responsáveis e tutores dessas instituições, sendo que os dados obtidos correspondem a 33 sujeitos participantes. Para registro e análise dos dados utilizamos as ferramentas de pesquisa digitais: uma ferramenta foi Google docs , que possibilitou o envio do questionário aos sujeitos envolvidos na pesquisa, via Internet; a outra ferramenta foi o software Tropes, versão 8.4.2, de fevereiro de 2014, que auxiliou na análise dos dados obtidos no questionário. Os resultados demonstraram diversas fragilidades nos casos estudados: o desconhecimento do PPP por muitos formadores; a instabilidade do quadro dos formadores nos cursos; a fragmentação dos conteúdos; as condições de telecomunicações; a falta de integração da equipe multidisciplinar; processos avaliativos sem rigor; o preconceito contra a modalidade EAD; o difícil acesso às plataformas virtuais; a ausência de pesquisa nos cursos; segundo os formadores, os alunos não vão além do livro didático disponibilizado; a não capacitação dos tutores para o acompanhamento ao aluno; a falta de qualificação dos alunos e os receios em relação ao uso das tecnologias; a falta do aprendizado para ler, interpretar e resolver problemas de maneira individual ou coletiva; a não busca pela autonomia; dificuldades em aprender a aprender e falta de domínio das tecnologias; o comportamento dos alunos em relação à carga horária diária de estudo. Dentre as potencialidades, destacamos: o compromisso dos formadores; a indicação de leituras complementares e obrigatórias no material didático; a confiança na equipe multidisciplinar ao desenvolver os materiais didáticos; a crença na modalidade para a formação continuada; a oportunidade da formação inicial, considerando o distanciamento dos alunos em relação aos centros de formação; o potencial pedagógico da EAD; o comprometimento dos professores com a prática pedagógica; a maioria dos formadores realizaram cursos de formação para atuarem na modalidade EAD; e a crença na utilização das TICs como elemento importante no processo de ensino e aprendizagem. Acreditamos que esses indicadores possam suscitar debates e contribuir para a melhoria da qualidade da educação, em especial da formação de professores de História, na modalidade a distância.Universidade Federal de UberlândiaBRPrograma de Pós-graduação em EducaçãoCiências HumanasUFUGuimarães, Selvahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768572T2Zamboni, Ernestahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787886J6Machado, Liliane Camposhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4755100D0Silva, Marcelo Soares Pereira dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4721866Z8Franco, Aléxia Páduahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784529J4Cunha, Valeska Guimarães Rezende da2016-06-22T18:35:48Z2015-03-102016-06-22T18:35:48Z2014-08-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfCUNHA, Valeska Guimarães Rezende da. Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes. 2014. 296 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2014. DOI https://doi.org/10.14393/ufu.te.2014.109https://repositorio.ufu.br/handle/123456789/13682https://doi.org/10.14393/ufu.te.2014.109porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2021-07-27T14:08:07Zoai:repositorio.ufu.br:123456789/13682Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2021-07-27T14:08:07Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes |
title |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes |
spellingShingle |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes Cunha, Valeska Guimarães Rezende da Formação de professor de História Educação a distância Projetos políticos-pedagógicos Saberes e práticas Professores de História - formação Ensino à distância - Currículos Distance education Political-pedagogical projects Knowledge and practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes |
title_full |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes |
title_fullStr |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes |
title_full_unstemmed |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes |
title_sort |
Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes |
author |
Cunha, Valeska Guimarães Rezende da |
author_facet |
Cunha, Valeska Guimarães Rezende da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Guimarães, Selva http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768572T2 Zamboni, Ernesta http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787886J6 Machado, Liliane Campos http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4755100D0 Silva, Marcelo Soares Pereira da http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4721866Z8 Franco, Aléxia Pádua http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784529J4 |
dc.contributor.author.fl_str_mv |
Cunha, Valeska Guimarães Rezende da |
dc.subject.por.fl_str_mv |
Formação de professor de História Educação a distância Projetos políticos-pedagógicos Saberes e práticas Professores de História - formação Ensino à distância - Currículos Distance education Political-pedagogical projects Knowledge and practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Formação de professor de História Educação a distância Projetos políticos-pedagógicos Saberes e práticas Professores de História - formação Ensino à distância - Currículos Distance education Political-pedagogical projects Knowledge and practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The central object of this research is about History teachers‟ background, in Distance Education, in particular, in the institutions - Montes Claros State University (UNIMONTES) and Uberaba University (UNIUBE), institutions providers of this type of education. The general objective was to analyze the political-pedagogical projects, the curriculum, the knowledge and the pedagogical practices in initial training courses for History teachers, in the modality of Distance Education, focusing on weaken and improvers aspects. The methodology adopted is situated in the qualitative approach of educational research, having been carried out a multiple case study. The procedures and the sources used were: the bibliographic research, content analysis of official documents; and the application of a questionnaire to teachers of these investigation. The initial sample was composed of 73 employees: managers, teachers trainers and tutors of these institutions, and the data obtained correspond to 33 participants. For recording and analysis of the data we use the digital search tools: a tool was \"Google docs\", which allowed for the submission of the questionnaire to the subjects involved in the research, via the Internet; the other tool was the Tropes software, version 8.4.2 of February 2014, which helped in the analysis of the data obtained through the questionnaire. The results showed several weaknesses in the cases studied: the ignorance of the PPP by many teachers; the instability of the teachers in the courses; the fragmentation of content; the conditions of telecommunications; the lack of integration of multidisciplinary team; evaluation processes without rigor; the prejudice against this modality; the difficult access to virtual platforms; the absence of research in courses; according to the teacher, the students don´t go beyond the textbook available; no training of tutors to follow-up the students; the lack of qualification of the students and the fears in relation to the use of technologies; the lack of learning to read, interpret, and solve problems individually or collectively; the not search for autonomy; difficulties in learning to learn and lack of technology; the behavior of the students in relation to the daily working hours of study. Among the potential, we highlight: the commitment of teachers; the indication of complementary and obligated readings in didactic material; the trust as part of the multidisciplinary team to develop the educational materials; the belief in the modality for the continued education; the opportunity for initial training, whereas the distancing of the students in relation to training centers; the pedagogical potential of Distance Education; the involvement of teachers with pedagogical practice; the courses made by teachers to act in the this modality; and the belief in the use of technology as an important element in the process of teaching and learning. We believe that these indicators may provoke discussions and contribute to the improvement of the quality of education, in particular the History teachers‟ background, in Distance Education. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-08-27 2015-03-10 2016-06-22T18:35:48Z 2016-06-22T18:35:48Z |
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.uri.fl_str_mv |
CUNHA, Valeska Guimarães Rezende da. Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes. 2014. 296 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2014. DOI https://doi.org/10.14393/ufu.te.2014.109 https://repositorio.ufu.br/handle/123456789/13682 https://doi.org/10.14393/ufu.te.2014.109 |
identifier_str_mv |
CUNHA, Valeska Guimarães Rezende da. Formação de professores de História em cursos de Licenciatura a distância: um estudo nas IES Uniube e Unimontes. 2014. 296 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2014. DOI https://doi.org/10.14393/ufu.te.2014.109 |
url |
https://repositorio.ufu.br/handle/123456789/13682 https://doi.org/10.14393/ufu.te.2014.109 |
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Universidade Federal de Uberlândia BR Programa de Pós-graduação em Educação Ciências Humanas UFU |
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Universidade Federal de Uberlândia BR Programa de Pós-graduação em Educação Ciências Humanas UFU |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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