Rede de colaboração internacional em contextos virtuais: a práxis reconectiva docente em formação continuada no ensino superior

• Autor(a) principal: Lopes, Ana Lúcia de Souza
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/24660
• topic: práxis reconectiva docente; redes de colaboração; formação continuada de professores; ensino superior; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation consists of a research in the field of Education effected in the interdisciplinary Postgraduate Program of Education, Art, and History of Culture at Universidade Presbiteriana Mackenzie (UPM). We present the need to promote a continuous education of teachers that favors the reconnection of knowledge, pointing out the power that information and communication technologies can and should foster at work and in collaborative and networked learning. Therefore, we investigate how spaces of continuous training in virtual and international collaboration networks can contribute to a REconective teaching praxis (praxis REconectiva docente) in the digital culture, understood as an action that takes into account the need for immersive experiences for the appropriation of a connective cyberspace culture that allows the pedagogical appropriation of digital resources and promotes changes in the teaching practices of teachers involved in digital learning contexts. We seek to understand the conceptualization of connection and knowledge society, collaboration networks, digital culture, teacher training in higher education, the main theoretical assumptions in order to build a scenario for the analysis of a continued online training experience in an international collaboration network for higher education teachers. The virtual learning environment became the place of the immersive experience of the group of teachers, who built and implemented a collaborative course, “Methodologies for the Quality of online Education” (Metodologias para a Qualidade do Ensino online). We proceeded with data collection about the experience of the group, analyzing the records of the virtual environment where the experience happened through the online work meetings in videoconferences that allowed us to construct the scenario through the dialogues established by the group. Our research focused on identifying cyberspace as a place of learning, as well as establishing a dialogue about the need for continued teacher training, especially for online teachers, to take place in a collaborative way with horizontal experiences of immersion. The analysis of the experience of the group allowed us to trace the importance and effectiveness of collaboration networks in teacher training processes, the possibility of appropriation of virtual learning environments and also to identify dislocations towards new teaching practices, that is, to the development of REconective teaching praxis from the experience of immersion in the network of collaboration and participation in the online course in which the virtual spaces have become spaces of collective formation. This research was able to present the problem of teacher training from a contemporary perspective, looking for elements that could impel what we call the REconective teaching praxis as transformative action, and we launched a special look at the online teacher training. As a means of developing this form of teacher training we present an experience of collaboration in an international virtual network, as an example of initiatives that are presented in our educational scenario and that, because they provide immersion experiences, we consider more adequate to the current needs of continuing education of teachers for virtual contexts of learning in Higher Education. The research on the experience of the trainer group has allowed us to trace the importance and effectiveness of collaboration networks in teacher training processes, the possibility of appropriation of virtual learning environments and also to identify dislocations towards new practices teachers, that is to the development of praxis REconectivas teachers in spaces of collective formation.