A formação para as relações etnicorraciais e a profissionalização em história: saberes e práticas docentes no contexto da educação a distância

Esta pesquisa analisa a experiência de formação em história, na modalidade a distância, de professores-leigos da educação básica dos estados do Ceará, Bahia, Maranhão e Sergipe, contemplados pelo Programa Pró-Licenciatura II, financiado pelo Ministério da Educação, graças ao consórcio firmado entre a Pontifícia Universidade Católica do Rio de Janeiro e a Universidade do Estado do Rio de Janeiro, entre os anos de 2006 e 2010. O objeto do estudo foi a aplicabilidade da Lei nº 11.645/08, antes Lei nº 10.639/03, que alterou a Lei de Diretrizes e Bases da Educação Nacional nº 9.394/96, ao instituir a obrigatoriedade do estudo da história e cultura afro-brasileira e indígena em todos os estabelecimentos de ensino fundamental e de ensino médio, públicos e privados do país. Há uma produção significativa de estudos que relacionam educação e relações etnicorraciais, porém são escassos os trabalhos voltados para a formação inicial e/ou continuada de professores. Quais disciplinas são oferecidas? Como o tema aparece no currículo? Como os licenciandos e professores lidam com a obrigatoriedade da Lei? Como ocorrem a produção e a mobilização dos saberes, assim como as práticas sobre esse tema? E qual o nível de comprometimento com o mesmo foram algumas das questões que nortearam a pesquisa. A resposta para essas questões foram orientadas pelas contribuições de Maurice Tardif sobre os saberes docentes, amparadas em metodologia de estudo de caso que utilizou entrevistas semiestruturadas, questionários, análises das aulas-texto produzidas pelos formadores, do ambiente online da disciplina e dos documentos formais que organizaram o curso e instituíram a citada Lei. A investigação revelou um esforço dos docentes formadores e dos professores-cursistas em se munir de saberes e práticas concernentes aos temas da Lei, por outro lado, alguns fatores impuseram limites à profissionalização, como a modalidade a distância, o desconhecimento sobre o tema e a disponibilidade de tempo dos professores-cursistas.

Cálculo numérico: uma abordagem para a educação a distância

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Educação a distância: problemas, dificuldades, soluções e dedicação

Este podcast discute alguns problemas comuns em cursos na modalidade de educação a distância. A autora apresenta discussões como a quantidade de tempo dedicada ao curso na modalidade a distância em relação a um curso presencial, a flexibilidade de horários, disciplina e força de vontade dos alunos. Além disso, comenta sobre o diário como importante ferramenta para aproximação com os alunos e incentiva-os a participação e dedicação para o curso

Democratização do acesso ao ensino superior: os cursos de graduação à distância na UFRN

This thesis pursuits to contextualize the theoretical debate between the implementation of public education policy of the Federal Government focused in a distance learning and legal foundations for its enforcement, in order to raise questions and comments on the topic in question. Its importance is back to provide scientific input and can offer to the academy, particularly in the UFRN, and elements of society to question and rethink the complex relationship between the socio-economic and geographic access to higher education. It consists of a descriptive study on the institutionalization of distance education in UFRN as a mechanism for expanding access to higher education, for both, the research seeks to understand if the distance undergraduate courses offered by the UAB system and implemented at UFRN, promote expanding access to higher education, as it is during implementation that the rules, routines and social processes are converted from intentions to action. The discussion of this study lasted between two opposing views of Implementation models: Top-down and Bottom-up. It is worth noting that the documents PNE, PDE and programs and UAB MEETING reflect positively in improving the educational level of the population of the country It is a qualitative study, using the means Bibliographic, Document and Field Study, where they were performed 04 (four) in 2010 interviews with the management framework SEDIS / UAB in UFRN. The data were analyzed and addressed through techniques: Document Analysis and Content Analysis. The results show that the process of implementation of distance education at UFRN is in progress. According to our results, the research objective is achieved, but there was a need to rethink the conditions of the infrastructure of poles, the structure of the academic calendar, the management of the SEDIS UFRN, regarding the expansion of existing vacancies and the supply of new courses by the need for a redesign as the Secretariat's ability to hold the offerings of undergraduate courses offered by the Federal Government to be implemented in the institution. It was also found that levels of evasion still presents a challenge to the teaching model. Given the context, we concluded that the greatest contribution of UAB and consequently UFRN by distance learning for undergraduate courses (Bachelor in Mathematics, Physics, Chemistry, Geography and Biological Sciences, beyond the bachelor's degrees in Business and Public Administration ) is related to increasing the number of vacancies and accessibility of a population that was previously deprived of access to university

Educação a distância e material didático: um estudo sobre o curso mídias na educação

The thesis Distance learning and didactic material: a study about the course Media in the education in Natal shows a research about the didactic material and its insertion in the distance training course to teachers. In this sense, this research aims to contribute to some universities with reflections about the way to elaborate the didactic material to the distance training course of teachers with the following specific objectives: a) identify some aspects in the didactic material in the extension course Media in the Education that difficult media usage by the teachers members of the course in the pedagogical practice; b) discuss about the way how didactic material to the distance training course to teachers has been created; c) stimulate teachers/members to integrate media in their teacher practice. For that reason, we have developed an action-research (THIOLLENT, 2011; FRANCO, 2005), based on it we elaborated a proposal do complement activities to the course Media in the Education that were applied to two classes during the fifth edition of this course. This research is presented in four steps: 1st) analyze of the course modules; 2nd) creation of a proposal to complement the activities; 3rd) applying the proposal to the students during the fifth edition to the course; 4th) analyze of forums and log books written by teachers/students. Data was analyzed by the contents perspective of Bardin (2011). As a theoretical support, we have Tardif (2012), about teachers knowledge; Dewey (1959; 2011) and Freire (2001; 2009; 2010a; 2010b; 2012) related to learning perspective; Candau (2002), Rays (2003) and Freire (2010a), about the relation theory x practice in the teacher training; Andrade (2003; 2009) and Belloni (2010) about distance teacher training; Bérvot; Belloni (2009), Neves; Medeiros (2005) and Prado (2005), related to Media integration. This research revealed the didactic material of the course Media in the Education has not a proposal to articulate theory and practice, due to this, this course opposed the Media integration. For that reason, teachers/members have real problems to integrate Media in their scholar routine. This research confirmed the way this didactic material was formulated did not help the teachers/students to integrate media in their pedagogical activities

Uma análise exploratória da jornada flexível de trabalho sob a perspectiva de tutores na educação a distância

Information Age has been providing accelerated development of technologies in teaching, which is making the increase in distance courses and flexibility in the tutors everyday work. In this context, it was aimed to study the influence of flexible work in the development of activities and personal life of the tutors in Distance Education at Universidade Federal do Rio Grande do Norte. More specifically, they have been sought to compare the types of flexibility detected, identifying the extent of the day's work in mentoring; investigating the relationship between flexible working time and productivity; evaluating the Quality of Working Life (QWL) and for Work and Family Relationship of the tutors. Thus, work is justified by the importance of academic and organizational achievement. To meet the goals, it was obtained a sample of 75 respondents (45.73% of the population). The data collection instrument was comprised of 48 variables mainly based by Walton (1975) and Paschoal, Tamayo and Barham (2002). The statistical techniques used were: analysis of frequency, ratio test, factor analysis and regression. The results collected have shown that the presence and distance tutors experience similar realities, but have different profiles; the day of their work is on average three hours daily; in view of the tutors, flexibility has a relation with the production, QWL work-family balance were evaluated in a satisfactory manner and the statistical techniques used have shown significant influence between the QWL and flexible working day. It is therefore concluded that flexibility at work can influence the development of activities and personal life of the tutors. Thus, the flexible working day may be used in a strategy way of routine in many organizations

Comunicação gráfica em interfaces de hipermídia de educação a distância via web

This study aims to analyze the communication graphics of layouts of hypermedia interfaces oriented to Distance Education via the Internet. This proposal is justified by widening the offer of courses that modality and the consequent application of items of hypermedia for teaching-learning. The method of analysis involved the search nethnographic, addressed to the cycle student intermediary of the Training Program Continuing Medias in Education, and the evaluation heuristic of the interfaces of Virtual Learning Environment "E-Proinfo" and of the modules of the Cycle. This evaluation we observed the implementation of the attributes of usability and the degree of interactivity of each interface. The results revealed an inefficient implementation of the attributes of usability, which meant a consequent reduction of the levels of interactivity. As proposing the present Design Virtual Learning, a model of hypermedia layout, designed to generate usability for Virtual learning environments and extend the acquisition of literancy for students and tutors. This proposal design not hypermedia aims the demarcation of models pre-conceived, but the proposal of layout in which each element of hypermedia is applied with a view to generate a seaworthiness intuitive, more agile and efficient, in these ambients

As relações afetivas na prática tutorial e sua relação com a aprendizagem no curso a distância de licenciatura plena em química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective