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)

Educação estatística crítica: uma possibilidade?

Pós-graduação em Educação Matemática - IGCE

Análise dos caminhos isotrópicos adotados por pessoas com deficiência visual em um curso de Educação a Distância na perspectiva inclusiva

Pós-graduação em Educação - FCT

Formação continuada e inclusão escolar de alunos com deficiência: concepções, sentimentos e práticas de educadores da rede municipal de ensino de Presidente Prudente-SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A articulação língua-cultura na coconstrução da competência intercultural em uma parceria de Teletandem (Português/Espanhol)

Pós-graduação em Estudos Linguísticos - IBILCE

O moodle como ferramenta na formação continuada de professores de inglês como língua estrangeira

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

Formação continuada de professores de química: enfrentando coletivamente o desafio da informática na escola

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação matemática online: a elaboração de projetos de modelagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Transformações expansivas em um curso de educação matemática a distância online

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A natureza da aprendizagem matemática em um ambiente online de formação continuada de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um ambiente colaborativo de aprendizagem interdisciplinar apoiado por interfaces adaptativas

A utilização de Ambientes Virtuais de Aprendizagem (AVAs) torna-se, a cada dia, mais evidente em diversas instituições de ensino público e particular, assim como em órgãos governamentais e privados. Várias versões de AVAs encontram-se disponíveis para utilização gratuita, cada uma com suas idiossincrasias. No Brasil, já são quase mil instituições que utilizam referidos ambientes. Esses números expressam a necessidade de investimentos e de novas pesquisas na área. Este trabalho especifica e desenvolve um AVA que tem por objetivo minimizar problemas encontrados em muitas abordagens de ambientes atualmente disponíveis, propondo um ambiente denominado de Ambiente Colaborativo de Aprendizagem Interdisciplinar (ACAI), desenvolvido para disponibilizar uma infra-estrutura que permita integrar os conceitos de: trabalho colaborativo, comunidades virtuais de aprendizagem, interdisciplinaridade, adaptação de interfaces e, de forma complementar, permitir a geração de recomendações automáticas a seus usuários baseadas em seus perfis.

Objetos de Aprendizagem como recurso pedagógico em contextos inclusivos: subsídios para a formação de professores a distância

This article aims to contribute to the process of inclusion of students with disabilities in regular schools by reporting the results of a survey that aimed to verify whether Learning Objects (LO) are efficient tools in constructing teaching and learning of subject content within the inclusive education context. Participant, tutor and trainer experiences of a distance learning Ministry of Education (MEC) course on Assistive Technology were analyzed. The course was offered to public schools teachers from all over the country. The course activities were recorded in a Virtual Learning Environment (VLE) called TelEduc, along with group reports of course participants. Three categories were selected for data analysis: a) interactivity and feedback from the team trainer; b) applicability of the content covered in the course, and c) new learning. The results showed that LO can promote the learning of subject content. Having been designed as educational resources to support teaching and learning, they can enhance educational inclusion of people with disabilities. As for the process of distance formation for teachers, the course contributed to consolidating sound and efficient training of participants by providing: a closer encounter with the world of technology, the possibility of integration of technology in the classroom; conducting theoretical and practical studies, appreciation of diversity and all students' potential; innovations in strategies and learning resources and reflective action.

Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.

Educação a distância online

This work includes an analysis about the distance learning Online. By bibliographic researches were was observed some Distance Learning peculiarities in Brazil, since its implementation until the present days. Was considered aspects of activities the teachers, main problems, advantages, needed resources for implementation the distance learning course and the approach on a virtual learning environment. (TelEduc) The text was written from books, articles and web pages related to Online distance learning in order to provide the reader an overview of this teaching modality increasingly growing in Brazil

Windows into Elementary Mathematics:Alternate public images of mathematics and mathematicians

Research on students’ (and teachers’) images of mathematics and mathematicians reveals a number of stereotypical images, most of which are negative. In this paper we present an overview of some these images and stereotypes and consider the questions: (1) how might the image of mathematics and mathematicians be a problem in mathematics education, and (2) what can be done to remedy the situation? Also, we consider an outreach project called Windows into Elementary Mathematics. In this project mathematicians are interviewed about their perspectives on elementary mathematics topics and their interviews are videotaped and are posted online, along with supporting images and interactive content. In this context we consider the questions: (3) what is the Windows project about, and (4) how might it offer an alternate (and perhaps better) image of mathematics and mathematicians? Lastly, we share an example where activities from the project were used in a math-for-teachers course.