Encurtando distâncias: uma experiência de formação de professores

La Educación a distancia (EAD) ha sido una realidad en la formación de profesores a través de la ofrenda de diversos cursos de licenciaturas por todo Brasil, posibilitando el crecimiento de ingresantes a la enseñanza superior por estudiantes de regiones más alejadas de las grandes capitales. A esa modalidad se atribuye un valor social al tiempo que posibilita la democratización de la enseñanza por medio de la inclusión a la ciudadanía. La vida de los alumnos del interior, que desean la formación superior en el área de enseñanza, es el objeto de estudio de esta pesquisa, a través de la cual será enfatizada la historia de vida de 76 alumnos, desde el período en que realizaron el ingreso a la universidad hasta la obtención del nivel superior a través de la EAD, una modalidad de gran valor social. Se reflejará sobre la enseñanza superior en el contexto de la globalización, la importancia de la acción de esta modalidad y la manifestación de ella a través del curso de Letras Portugués/ Español en la formación de esos 76 profesores, así como la visión de los alumnos que participaron de esta formación, especialmente en la interpretación de las etapas vividas en el curso por medio de los memoriales. El proyecto de pesquisa fue realizado en el Estado de Sergipe, en El interior de Porto da Folha, localizado a 190 km de la capital Aracaju, donde los alumnos cursaron Letras Portugués/ Español en la modalidad EAD, dentro de los cuales traen perfiles diferenciados. El acceso al curso ocurrió a través del convenio entre la Universidad Tiradentes (Unit) e la Secretaria de Estado de Educación (SEED) donde este financió 100% del curso para los alumnos, que quedaron exentos del pagamento desde el inicio hasta el término del curso. A través de la investigación, in loco, documental, bibliográfica e de los memoriales, se desarrollaron las observaciones, encuestas, talleres y declaraciones, donde se buscó conocer un poco más sobre el cotidiano de los alumnos y los temas abordados en esta pesquisa. Con eso se pude ver la contribución de la EAD, como forma de democratización y emancipación social de ciudadanos de regiones lejanas, como el sertón de Porto da Folha, la cual puede ayudar a comprender y valorar la inclusión a la diversidad a partir de los saberes construidos en esa experiencia

Corporeidade, dialogicidade e virtualidade: desvelando a aprendizagem

Cette étude essaie d offrir des contributions pour la construction de connaissance concernant à la corporeité et dans l espace virtuel. À travers des processus interactifs elle propose la construction la production de nouvelles possibilités/stratégies pour la production de connaissance, en adoptant une pratique éducative spécifique: apprendre dans l éducation à distance (EAD). L apprentissage est le centre de ce travail, les acteurs les élèves sont sujets de l action et de la transformation selon la penseé de Paulo Freire et Corpo-vivido dans sa totalité, selon Marleau Ponty. Ce dialogue vif et révecu fait un parcours méthodologique à partir des interlocutions de Pierre-Lévy (1993,1996). On a réalisé une trajectoire pour se représenter, renvoyer, dialoguer et mettre en perspective, en ayant comme point de départ les attributs communicatifs et imagés des matériels d étude utilisés par l EAD, les changements socioculturels provoqués par des possibles dépassements paradigmatiques manifestés dans la société informations et de la communication, et les présuppositions théoriques qui sont ancréesdans les formulations des stratégies et/ou de propositions méthodologiques et comme élément intervenant dans le processus de construction de la connaissance à distance: le sujet de la corporeité. L espace empirique de la recherche est donné à l intérieur du cours TV na Escola e os desafios de hoje , et presenté dans la période de 2000 à 2004 dans l État du Pará. Le texte a été divisé à quatre chapitres. Le premier moment du texte parle de la métaphore de la Fleur et de l organisation du travail. Le deuxième moment systématise ce qui a été projeté pour donner une vision du travail dans l ensemble. Le troisième moment apporte des mots et des concrétisations qui deviennent réelles dans le Desvelando o corpo e o diálogo: a Flor da aprendizagem percebida , en reflétant sur la corporéification du mot s en allant à la rencontre et à la participation d'un apprentissage de dialogue. Et finalement le quatrième moment où nous parcourons la culture de la potentialité de la modalité de l'enseignement à distance, faisant le portrait en arrière plan de l'étude tout en mettant en évidence l'étude du phénomène dans le cours "TV na escola e os desafios de hoje" les paroles des sujets et leur interlocutions. A Flor numa totalidade englobe dans une totalité les moments qui le précedent et invite tous les autres moments à d autres révélations

Avaliação da aprendizagem no curso a distância de licenciatura em ciências biológicas da Universidade Estadual de Pernambuco

In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature

Avaliação de implementação da Educação Superior a Distância: o caso da Secretaria de Educação a Distância da Universidade Federal do Rio Grande do Norte SEDIS/UFRN

The considerable expansion of Distance Education registered in recent years in Brazil raises the importance of debate about how the implementation of this policy has been happening so that formulators and implementers make better informed decisions, maximizing results, identifying successes and overcoming bottlenecks. This study aims to evaluate the implementation process of Distance Education policy by Secretary of Distance Education of the Federal University of Rio Grande do Norte. For this, we sought to use an evaluation proposal consistent with this policy, and came to the one developed by Sonia Draibe (2001), which suggests an analysis called anatomy of evaluation general process. To achieve the objectives, we made a qualitative research, case study type, using documentary research and semi-structured interviews with three groups of subjects who belong to the policy: managers, technicians and beneficiaries. It was concluded that: the implementation process needs a open contact channel between the management and technicians and beneficiaries; the lack of clarity in the dissemination of information between technicians produces noises that affects the outcomes; the absence of dissemination of internal and external actions contributes to the perpetuation of prejudice in relation to Distance Education; using selection criteria based on competence and merit contributes to form a team of skilled technicians to perform their function within the policy; an institution that do not enable technicians generates gaps that possibly will turn into policy implementation failures; all subjects involved in politics need internal evaluations to contribute to improvements in the implementation process, however, a gap is opened between the subjects if there is no socialization of results; the existence of an internal structure that manipulates financial resources and balances the budget from different maintainer programs is essencial; the consortium between IES and municipalities in presential support poles are bottlenecks in the process, since beneficiaries are exposed to inconsistency and lack of commitment of these local municipalities

Redesenho das configurações estruturais na gestão universitária: ações derivadas da inovação e flexibilidade na legislação pós-LDB 1996

This paper is set in a scenario in which higher education institutions suffer from external pressure to increase efficiency. The legislation after the Law of Directives and Bases for Education (LDBE), from 1996, is characterized by the fragmentation in its implementation, raising a concern with flexibility and innovation in several normative devices as well as aspects that must be incorporated to its organizational structure. The policies examined in this thesis are: Distance Education (DE); Law of Innovation and the Program of Support to Restructuring and Expansion of Federal Universities (PSREFU). This thesis aims to observe to what extent the characteristics of innovation and flexibility, which mark the new post- LDBE educational legislation, influence the organizational redesign of the Federal University of Ceará (UFC). For being about implementation policies, using contingency approach in order to collect the internal dynamics permeating the redesign of higher education institutions, the thesis focuses on the impacts caused by flexibility and innovation. This is a qualitative research, with case study methods, archive research and semi-structured interviews with members of the university administration. The results don t allow us to confirm the adoption of a more flexible and innovative configuration in the university but it is possible to identify the presence of those elements in the implementation changes, characterizing the hybrid structure. The changes mainly expose the extension of the management of projects to the administrative and academic components related to the institution. In terms of projection, the study found changes in the elements which characterize the current setting and the tendency of the university for adopting a diverse organizational structure. However, if the decentralization of management persists, the academic units may adopt their own structural solutions, but with no evidence of changes in the professional organization in most units. In this perspective, this thesis states that there are difficulties when incorporating innovation and flexibility to their organizational structure, which lead to improvised solutions, superposing skills through the redundancy of structures created with the same purpose or copying exogenous solutions

A avaliação vista sob o aspecto da educação a distância

Este artigo trata da avaliação como um aspecto bastante relevante para a educação em geral, que também deve ser pensado e discutido frente à Educação a Distância (EAD). Assim, a partir de nossa experiência como professores e tendo por contexto um curso realizado totalmente à distância, analisamos algumas interações ocorridas ao longo do curso, que foi desenvolvido tendo como norte a teoria educacional construcionista. Valemo-nos também desta teoria para elaborar nossas idéias a respeito do caráter da avaliação frente a uma concepção formativa, em um ambiente de EAD, o qual valorizou todos os tipos de interação. Então, aliamos o Construcionismo1 à Avaliação Formativa que visa ao aperfeiçoamento do processo de aprendizagem do aluno em vez de buscar medir o que este aprendeu.

A utilização de linguagem VRML na educação à distância em arte

Pós-graduação em Artes - IA

Desenvolvimento de uma ferramenta computacional de apoio ao ensino de sistemas eletrônicos digitais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação para as mídias via TV digital: uma proposta para a formação continuada de professores da educação básica

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

As contribuições do design instrucional na elaboração de ambiente de aprendizagem para a TV digital interativa

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Metodologias de desenvolvimento de objetos de aprendizagem: mapeamento para construção na TV digital

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Design instrucional: uma abordagem do design gráfico para o desenvolvimento de ferramentas de suporte à Educação a Distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A comunicação em uma disciplina de Introdução a Estatística: um olhar sob a formação inicial de professores de matemática a distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação Inicial de Professores em cursos de Pedagogia a distância: indicadores do modelo formativo da UAB/UFSCar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O papel do mediador técnico-pedagógico na formação continuada a distância de professores em serviço

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)