As práticas personalizadas no ambiente virtual do polo Quatá Univesp e a aprendizagem disposicional na ótica dos atores envolvidos
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Data
2020-08-20
Autores
Almeida, Ronaldo Garcia
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Desde sua criação em 2012, a Universidade Virtual do Estado de São Paulo (Univesp), considerada a maior instituição pública na modalidade de ensino a distância (EaD) semipresencial do país, traz uma proposta inovadora para a educação. Essa instituição oferece cursos de graduação gratuitos em EaD e, atualmente, possui 373 polos distribuídos em 316 municípios paulistas, atingindo 48% da totalidade das cidades do estado. Diante dessa proposta de ensino, o objetivo deste estudo foi analisar os encontros personalizados (on-line ou presenciais) entre alunos e mediadores/orientadores, que ocorrem na disciplina Projeto Integrador dos cursos de engenharia do Polo Quatá – Univesp, enquanto abordagem disposicional de ensino, a fim de verificar as contribuições dessa ambiência na aprendizagem. No início, o modelo dos cursos da Univesp era voltado exclusivamente ao EaD ofertando a utilização de ferramentas tecnológicas (fórum, chat, vídeo aula, conteúdo on-line e download) disponíveis no Ambiente Virtual de Aprendizagem (AVA), assim apenas nas datas das avaliações era exigida a presença do aluno. Com o aumento das vagas ofertadas - de três mil para cinquenta e cinco mil em 2018 -, vários obstáculos surgiram. Percebeu-se a necessidade de um suporte pedagógico presencial ao estudante, que privilegiasse aspectos disposicionais dos educandos. Os polos de atendimento criados para encontros presenciais com os alunos passaram, em decorrência do isolamento social devido à pandemia do Covid 19, a fazer seus atendimentos também a distância. Este estudo traz a opinião dos mediadores/orientadores e dos alunos do Polo Quatá – Univesp sobre esse atendimento disposicional, com vista a analisar seus contributos na aprendizagem. A metodologia quanti-qualitativa foi aplicada em duas etapas: a primeira configurou um estudo exploratório sobre os aportes teóricos discutidos e um breve levantamento sobre o Programa Univesp e seu Plano de Desenvolvimento Institucional (PDI), especialmente com relação aos modelos de ensino e aprendizado disposicional. Na segunda etapa, a pesquisa de campo observou os segmentos de mediadores/orientadores e de alunos do Projeto Integrador do Polo Quatá, via consulta direta (entrevistas e questionários on-line), a fim de levantar os processos e formas de contatos (presenciais ou não) que se relacionam a efetividade do ensino aprendizagem dos cursos. Como resultado, verificou-se que a aprendizagem disposicional, independentemente dos contextos (on-line ou presencial), diz respeito às múltiplas trilhas educacionais construídas e disponibilizadas aos alunos da Univesp no Polo Quatá, porém, em grande parte, se devem às relações promovidas pelos mediadores e orientadores e aos contatos peculiares estabelecidos com os educandos.
Since its creation in 2012, the Virtual University of the State of São Paulo (Univesp), considered the largest public institution in the mode of distance learning (distance education) in the country, has brought an innovative proposal for education. This institution offers free undergraduate courses in distance education and currently has 373 centers distributed in 316 municipalities in São Paulo, reaching 48% of all cities in the state. In view of this teaching proposal, the objective of this study was to analyze personalized meetings (online or in person) between students and mediators / advisors, which take place in the Integrating Project discipline of the engineering courses at Quatá Polo - Univesp, as a dispositional teaching approach , in order to verify the contributions of this ambience in learning. At the beginning, the model of Univesp courses was geared exclusively to distance education offering the use of technological tools (forum, chat, video lesson, online content and download) available in the Virtual Learning Environment (distance learning portal), thus only on the dates of assessments the student's presence was required. With the increase of vacancies offered - from three thousand to fifty-five thousand in 2018 -, several obstacles arose. It was noticed the necessity of a pedagogical support in person to the student, that privileged dispositional aspects of the students. The service centers created for face-to-face meetings with the students started to provide their services also from a distance, due to the social isolation due to the pandemic of Covid 19. This study brings the opinion of the mediators / advisors and the students of Quatá Polo Univesp about this dispositional service, with a view to analyzing their contributions to learning. The quanti-qualitative methodology was applied in two stages: the first an exploratory study on the theoretical contributions discussed and a brief survey on the Univesp Program and its Institutional Development Plan (PDI), especially with regard to models of teaching and dispositional learning. In the second stage, the field research observed the segments of mediators / advisors and students of the Integrator Project of Quatá Polo, via direct consultation (interviews and online questionnaires), in order to survey the processes and forms of contacts (in person or not) that relate to the effectiveness of teaching and learning courses. As a result, it was found that dispositional learning, regardless of contexts (online or face-to-face), concerns the multiple educational trails built and made available to Univesp students at Quatá Polo, however, in large part, are due to the relationships promoted by the mediators and advisors and to the peculiar contacts established with the students.
Since its creation in 2012, the Virtual University of the State of São Paulo (Univesp), considered the largest public institution in the mode of distance learning (distance education) in the country, has brought an innovative proposal for education. This institution offers free undergraduate courses in distance education and currently has 373 centers distributed in 316 municipalities in São Paulo, reaching 48% of all cities in the state. In view of this teaching proposal, the objective of this study was to analyze personalized meetings (online or in person) between students and mediators / advisors, which take place in the Integrating Project discipline of the engineering courses at Quatá Polo - Univesp, as a dispositional teaching approach , in order to verify the contributions of this ambience in learning. At the beginning, the model of Univesp courses was geared exclusively to distance education offering the use of technological tools (forum, chat, video lesson, online content and download) available in the Virtual Learning Environment (distance learning portal), thus only on the dates of assessments the student's presence was required. With the increase of vacancies offered - from three thousand to fifty-five thousand in 2018 -, several obstacles arose. It was noticed the necessity of a pedagogical support in person to the student, that privileged dispositional aspects of the students. The service centers created for face-to-face meetings with the students started to provide their services also from a distance, due to the social isolation due to the pandemic of Covid 19. This study brings the opinion of the mediators / advisors and the students of Quatá Polo Univesp about this dispositional service, with a view to analyzing their contributions to learning. The quanti-qualitative methodology was applied in two stages: the first an exploratory study on the theoretical contributions discussed and a brief survey on the Univesp Program and its Institutional Development Plan (PDI), especially with regard to models of teaching and dispositional learning. In the second stage, the field research observed the segments of mediators / advisors and students of the Integrator Project of Quatá Polo, via direct consultation (interviews and online questionnaires), in order to survey the processes and forms of contacts (in person or not) that relate to the effectiveness of teaching and learning courses. As a result, it was found that dispositional learning, regardless of contexts (online or face-to-face), concerns the multiple educational trails built and made available to Univesp students at Quatá Polo, however, in large part, are due to the relationships promoted by the mediators and advisors and to the peculiar contacts established with the students.
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Palavras-chave
EaD, Univesp, Aprendizado disposicional, AVA, Distance education, Univesp, Dispositional learning, Virtual learning environment.