Práticas e saberes da docência virtual

Abstract

This study examined training online teaching. Reflections on headed for the deepening about the professional who works in the virtual distance education and the different dimensions related to it, especially the knowledge and practices of these actors. As the main theoretical, Tardif and Therrien were chosen in relation to teacher knowledge and teacher education; Mill (2006, 2009), who studies on polidocência in Distance Education; Young (2014), Juca (2011), Pereira (2004), Lima (2007) with regard to the uses, procedures and practices in distance education. Through readings and reflections, the authors were led to dialogue with the proposed research problem: What knowledge and practices for the exercise of online teaching? How to reveal the knowledge and practices of virtual mentoring? In this sense, from the research conducted and the advanced theory, the research objectives were organized to enable investigations of the central issues originating from work. This research has the general objective to unveil knowledge and tutorial action practices in the virtual distance education. And as specific objectives had the following: describe the tutor's role in the context of higher education distance (UAB); check how the mentoring training plans include the knowledge and skills necessary to exercise the online tutoring; find the gaps, challenges and potential of the practice of mentoring. The locus of the research was the training course tutors at the Instituto Federal de Educação, Ciência e Tecnologia (IFCE). The conducted study was a qualitative research. To achieve the objectives outlined we highlight the procedures, instruments and research techniques: Exploratory research on institutional sites; Semi-structure held with teacher who have gone through training courses and have more than 5 years’ experience in online teaching; Registration of training tutors in the virtual environment Moodle (Model IFCE). Therefore, we find that the use of digital technologies in distance education (DE), has consequences for the teacher's work, namely the use of a particular technology does not occur at random and neutrally, but intentionally aimed at certain purposes to be determined by the historical subject in its social context.