Educação a distância e a formação docente: uma análise no Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais - IFSULDEMINAS Campus Passos
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Data
2019-03-29
Autores
Leite, Janaina Faustino
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Universidade Estadual Paulista (Unesp)
Resumo
O ensino a distância - EaD vem crescendo nos últimos anos e tornou-se uma alternativa de estudos em que o aluno pode, através das tecnologias, ter um acesso mais flexível à educação, podendo gerenciar com autonomia o seu horário e local de estudo. A massificação destas tecnologias possibilita o ensino a distância online pela capacidade de comunicação, disponibilidade de informações, agilidade de acesso aos dados e interação que a internet e suas aplicações proporcionam. Essas aplicações ou como são chamadas, ferramentas interativas, propiciam ao aluno um maior contato com os professores, o que pode facilitar essa interação e a aprendizagem. Existem, atualmente, diversas ferramentas interativas: ambientes virtuais, videoaulas, áudios, videoconferências, fóruns, chats, bibliotecas virtuais entre outras. Nesse contexto, o professor do ensino a distância, que utiliza estas ferramentas para o desenvolvimento de sua disciplina, tem um papel fundamental, onde além de preparar e organizar os conteúdos e atividades propostas, e deve atuar como o motivador neste ambiente de aprendizagem, promovendo a construção constante de conhecimento, através de um papel dinâmico, cooperativo e interativo. No aspecto metodológico, esta pesquisa utilizou uma abordagem qualitativa, em sua análise, realizada no Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais, IFSULDEMINAS - Campus Passos e teve como objetivo analisar como os docentes estão sendo preparados para atuar no ensino a distância, principalmente no que se refere à utilização das tecnologias da informação e comunicação - TICs. Foram realizadas a pesquisa bibliográfica e a pesquisa exploratória, a fim de investigar se os docentes vêm se capacitando no uso das tecnologias no ensino a distância e na periodicidade dessas capacitações, entre outros. Os resultados da pesquisa apontam capacitações que não contribuíram de forma significativa para a construção do conhecimento, de modo a desenvolver suas aulas através da utilização das TICs, embora tenha sido realizado algum tipo de capacitação pelos docentes para atuar no EaD. Também apontam que essas capacitações foram realizadas, em sua maioria, na própria instituição, com cargas horárias mínimas, dificultando o aprofundamento nas ferramentas tecnológicas existentes e na sua aplicabilidade em suas disciplinas no ensino a distância. Com base nas discussões e análises desta pesquisa, são apresentadas duas propostas: uma para formação inicial e outra para formação continuada, objetivando auxiliar a formação docente no uso das tecnologias no EaD.
Distance education, DE, has been growing in recent years and has become an alternative for studies where the students can, through the technologies, have a more flexible access to education, being able to autonomously manage their schedule and place of study. The massification of these technologies enables online distance learning through the ability to communicate, availability of information, agility of data access and interaction that the Internet and its applications provide. These applications, or as they are called, interactive tools, allow the student greater contact with the teachers which can facilitate this interaction and learning. There are currently several interactive tools: virtual environments, videotapes, audios, videoconferences, forums, chats, virtual libraries, among others. In this context, the distance learning teacher, who uses these tools for the development of his or her discipline, plays a fundamental role, in which besides preparing and organizing the proposed contents and activities, he or she should act as the motivator in this learning environment, promoting continuously knowledge construction through a dynamic, cooperative and interactive role. In the methodological aspect, this research used a quantitative approach, in its analysis, carried out at the Federal Institute of Education, Science and Technology of Southern Minas Gerais, IFSULDEMINAS, campus of Passos, and had as objective to analyze how the teachers are being prepared to work on the distance learning, especially in relation to the use of information and communication technologies (ICTs). Bibliographic and exploratory researches were carried out in order to investigate the teachers who have been training in the use of technologies in distance education, the periodicity of these training, among others. Even though some type of training was done by the teachers to work on the DE, the results of the research show that the teacher training did not contribute significantly to the construction of their knowledge in order to develop their classes through the use of ICTs. They also point out that these qualifications were carried out mostly in the institution, with minimum hours, making it difficult to deepen the existing technological tools and their applicability on their distance education subjects. Based on the discussions and analysis in this research two proposals are presented: for initial and for continuing education, aiming to help the teacher training in the use of technologies on the DE.
Distance education, DE, has been growing in recent years and has become an alternative for studies where the students can, through the technologies, have a more flexible access to education, being able to autonomously manage their schedule and place of study. The massification of these technologies enables online distance learning through the ability to communicate, availability of information, agility of data access and interaction that the Internet and its applications provide. These applications, or as they are called, interactive tools, allow the student greater contact with the teachers which can facilitate this interaction and learning. There are currently several interactive tools: virtual environments, videotapes, audios, videoconferences, forums, chats, virtual libraries, among others. In this context, the distance learning teacher, who uses these tools for the development of his or her discipline, plays a fundamental role, in which besides preparing and organizing the proposed contents and activities, he or she should act as the motivator in this learning environment, promoting continuously knowledge construction through a dynamic, cooperative and interactive role. In the methodological aspect, this research used a quantitative approach, in its analysis, carried out at the Federal Institute of Education, Science and Technology of Southern Minas Gerais, IFSULDEMINAS, campus of Passos, and had as objective to analyze how the teachers are being prepared to work on the distance learning, especially in relation to the use of information and communication technologies (ICTs). Bibliographic and exploratory researches were carried out in order to investigate the teachers who have been training in the use of technologies in distance education, the periodicity of these training, among others. Even though some type of training was done by the teachers to work on the DE, the results of the research show that the teacher training did not contribute significantly to the construction of their knowledge in order to develop their classes through the use of ICTs. They also point out that these qualifications were carried out mostly in the institution, with minimum hours, making it difficult to deepen the existing technological tools and their applicability on their distance education subjects. Based on the discussions and analysis in this research two proposals are presented: for initial and for continuing education, aiming to help the teacher training in the use of technologies on the DE.
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Palavras-chave
Educação, Ensino a distância, Formação docente, Políticas públicas, Educação online, Ambientes virtuais, Education, Distance education, Public policies, Teacher Training, Online education, Virtual environments