A gestão pedagógica do ensino e aprendizagem on-line: especificidades abordam os desafios da Gestão do Projeto Pedagógico que tem as Tecnologias de Informação e Comunicação por base didático-pedagógica.
O fenômeno constitui-se na gestão do ensino-aprendizagem de curso lato senso a distância, no uso do computador conectado à internet, e a formação do educador especialista responsável pela coordenação, ensino, avaliação e/ou monitoria a frente do trabalho educativo. Reflete sobre os desafios da práxis pedagógica, subsidiada pela busca questionadora das tecnologias, a fim de responder também à demanda por inclusão sócio-digital. A abordagem metodológica de natureza qualitativa pauta-se na interpretação da realidade, de caráter hermenêutico com o intuito de considerar a experiência vivida pelos sujeitos na educação on-line a partir de uma visão crítica. Questiona o descompasso da educação formal brasileira e os avanços sociais com as incorporações de novas tecnologias de aprendizagens. Estabelece nas análises, a relação entre as teorias que sedimentam os objetivos do curso, as práticas de gestão e as influências ideológicas que marcam esse cenário, no PIGEAD da Universidade Federal Fluminense, Rio de Janeiro Brasil, período de 2010 a 2012. Os resultados desta pesquisa mostram que a interatividade, diferencial que aproxima o indivíduo e o torna parte da comunicação estabelecida na EAD on-line, não ocorre plenamente entre os sujeitos do processo. Além disso, a gestão democrática participativa declarada em seus objetivos de formação se mostra na realidade como prática centralizadora, sinalizando um descompasso entre teoria e prática. Esta pesquisa, entre outros, oferece elementos de avaliação e aprimoramento ao PIGEAD.
“The pedagogical management of online teaching and learning: specificities” investigates the challenges of the Pedagogical Project Management, which has the Information and Communication Technology as didactic-pedagogical basis. The phenomenon is constituted on the management of the teaching and learning of a senso latu distance learning course, in the use of computer connected to internet, and the specialist teacher education responsible for the coordination, teaching, evaluation and/or monitoring regarding the educational work. It reflects about the challenges on pedagogical práxis, subsidized for the questioning search of technologies, aiming at answering to the demand for social digital inclusion. The qualitative methodological approach is based on the reality interpretation, which has an hermeneutic character with the objective of considering the lived experience by the individuals on online education in a critical view. It questions the mismatch of Brazilian formal education and the social advances with the incorporations of new learning technologies. In the analyzes, it establishes the relationship among the theories which consolidate the course objectives, the management practices and the ideological influences which involve all this scenario, on the PIGEAD at Universidade Federal Fluminense, Rio de Janeiro, Brazil, from 2010 to 2012. The research results show that the interactivity, differential which approaches the individual and make him part of the established communication on the online distance learning education, does not fully occur among the individuals of the process. Besides that, the participative democratic management stated in its education objectives, shows itself as a centered practice, signaling a mismatch between theory and practice. This research, besides others, offers elements of evaluation and upgrading to the PIGEAD.
“The pedagogical management of online teaching and learning: specificities” investigates the challenges of the Pedagogical Project Management, which has the Information and Communication Technology as didactic-pedagogical basis. The phenomenon is constituted on the management of the teaching and learning of a senso latu distance learning course, in the use of computer connected to internet, and the specialist teacher education responsible for the coordination, teaching, evaluation and/or monitoring regarding the educational work. It reflects about the challenges on pedagogical práxis, subsidized for the questioning search of technologies, aiming at answering to the demand for social digital inclusion. The qualitative methodological approach is based on the reality interpretation, which has an hermeneutic character with the objective of considering the lived experience by the individuals on online education in a critical view. It questions the mismatch of Brazilian formal education and the social advances with the incorporations of new learning technologies. In the analyzes, it establishes the relationship among the theories which consolidate the course objectives, the management practices and the ideological influences which involve all this scenario, on the PIGEAD at Universidade Federal Fluminense, Rio de Janeiro, Brazil, from 2010 to 2012. The research results show that the interactivity, differential which approaches the individual and make him part of the established communication on the online distance learning education, does not fully occur among the individuals of the process. Besides that, the participative democratic management stated in its education objectives, shows itself as a centered practice, signaling a mismatch between theory and practice. This research, besides others, offers elements of evaluation and upgrading to the PIGEAD.
Nenhum comentário:
Postar um comentário