A educação a distância e a formação docente

This study was guided by the following question: Is it possible to prepare good teachers for Basic School in Distance Learning (DL) online? The over all objective of this study was to identify and systematize the essential knowledge and skills for the practice of teaching in basic education as well to investigate whe ther the Distance Learning courses which train and prepare future teachers include all the knowledge and skills necessary for teaching practice. This is a qualitative the oretical and bibliographic research that aims to analyze the current stageof the knowledge on this theme. We selected recent papers on this subject, in order to study what has been written by the authors as well to know which are their significant findings. Data were collected from dissertations, thesis and books published on the theme. Preliminarily, the theme of the presentation and contextualization has been made and the argument about the relevance of the study for education. In the second section, we present an overview of the Distance Education in Brazil: coargumentncepts, characteristics, emergence, evolution and regulation. The third section the working environmentin training teachers and students in on line education, targeting to be familiar to Learning Virtual Environments (LVE), analyzing how these new learning spaces are settled and how students and teachers be have in front of the new settings of teaching and learning using Information and Communication Technologies (ICT). In the fourth section aimed to identify which are the essential knowledges and skills that the teacher must master in order to work competently as well to discover which are the personal and professional characteristics of a good teacher in the XXI century. The fifth section studied and analyzed the current situation with in Distance Education is carried out in Brazil. We identified the most significant contributions of Distance Learning to Brazilian Education System in order to contribute to advances in the debate on the effectiveness of teacher training courses in distance education mode online.Finally in the sixth section were made final remarks and presented the study results.

Caminhos da professoralidade no Curso de Dança da UFU: impasses e desafios na construção da identidade profissional

Teacher identity is a subject of study and discussion in the academic world whichhas become an object of attention of researchaddressing teaching and teacher formation. Life history, initial and continuing formation, the meaning of teaching to the teacher, and also pedagogical practice are all contributing factors to teachers’ professional identity. The present study is a proposal developed in the research field of Educational Knowledge and Practice, and its main focus lies in university teaching. Higher education teaching in the context of a dance course, and the issues and challenges of constructing teachers’ professional identity are presented. Thus, my main questions were: what is the teaching path followed by newly hired dance teachers in the Federal University of Uberlândia? How is teaching identity developed in these new teachers’ professional socialization process? What kind of educational knowledge is (re)produced and mobilized by teachers when they join university teaching? In order to answer these questions, my objectives are: to analyze the teaching path of the newly hired dance teachers of the Federal University of Uberlândia; to investigate how their teaching identity is built within their professional socialization process; and identify the kinds of educational knowledge they (re)produce and mobilize as soon as they become university teachers. The present research comprises a qualitative data analysis from previous studies on the subject, having as starting point relevant bibliographic research, followed by an identification questionnaire and an interview conducted with the newly hired dance teachers. The construction of teaching identity is related to objective and subjective conditions involving a teaching job and how the teacher perceives this identity as constantly evolving. Hence I understand the importance of personal and institutional incentives to prepare studies which raise or problematize issues specific to this area, contributing to extend the debate over higher education professionals’ formation, in particular that of dance course teachers on national scope.