Uma Proposta pedagógica para uso do bate-papo virtual no ensino

Abstract

The reality of Distance Education (DE), using learning platforms, has experienced significant growth in recent years. This growth came with the development of digital technologies, which has innovated in communication tools and information. The chats became more accessible in e-mail accounts, social networks and various websites, anyway, virtual chats, when used, following a mediation model, usually centered in the teacher / facilitator. The objective of this study is to offer a pedagogical proposal, which leverages the use of synchronous tools in virtual environments. Issues related to teacher-student interaction, learning and teaching methodology will be addressed. For methodological interventions, will be taken as axis the steps of Fedathi sequence, which guide the teacher in four moments: taking of position, maturation, solution and proof. The research was conducted at the University of Education / UFC, where five disciplines were selected, coordinated by the Multimeios Research Laboratory. Participant observation and ethnography were employed as methodological research support. By means few structured documents, it was only left to examine the chats disciplines, which were defined in four categories: Chat Debate (the teacher´s position, trainer, facilitator and student), Chat Planning (the teacher´s participation, trainer, student and planning), Chat Meeting (the objective and the "quality" of the meeting) and Chat-Coffee (the nature of the chat, the most frequent situations and purpose of the meeting). In addition to this material, forums' of “assessment of chats”, which contains the students´ feelings regarding their experiences in this activity, were also collected. With support in these analyses, guiding questions were brought, which involve a pedagogical proposal for the utilization of virtual chats in the education. It was understood that, regarding the many technological changes, one needs to be alert to new educational opportunities and consider the student within that context. To develop a pedagogical proposal that leverages synchronous tools of discussion, will not be sufficient if the teacher does not understand the importance of this process in his pedagogical action.