Vínculos afetivos na Educação a Distância: possibilidades e impossibilidades

• Ano de defesa: 2011
• Autor(a) principal: Santo, Ieda Medeiros Cordeiro Espírito
• Orientador(a): Bahia, Norines Panicacci
• Banca de defesa: Demartini, Zeila de Brito Fabri , Rosalen, Marilena Aparecida de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de São Paulo
• Programa de Pós-Graduação: PÓS GRADUAÇÃO EM EDUCAÇÃO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: vínculos afetivos em EAD; afetividade; cognição e interação.
• Palavras-chave em Inglês: affective ties in distance education; affectivity; cognition and interaction.
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/1186

This research examined how the links are being established affective relationships in the teaching-learning mode of distance education. The work was developed within the socio-cultural-historical view that the emotions as constitutive of thought, participants in the process of signification and meaning production. During the research seek to understand the trajectory of distance learning in Brazil and see how this type of education is today. We seek to further clarify the implications of emotion on the process of teaching and learning, investigating demonstrations of affection in the form of distance education. For this, we rely on some authors, especially in the theory of Henri Wallon on human development. To achieve the objectives of this work made a resumption of the historical process of distance learning in Brazil, reflecting on the training of educators and how this modality has been developed in our country. In a second step, we deepen the discussion of emotion and the creation of links in the EAD. After these steps, we left for the field research that was to investigate 10 (ten) persons involved in the sport: 2 (two) themed teachers, two (2) tutors and 6 (six) students studying in the form of three institutions different, one public and two private. We used as instruments of research questionnaires and semistructured interviews to examine some issues. Analyses show that the bond between teacher and student are essential for learning, defining itself as an indispensable condition for cognitive development within the school environment and society, and these are set in both the presence and type in the distance, and fundamental to a meaningful learning to occur.