Recursos do MOODLE como apoio à prática pedagógica : investigando o fazer docente

• Ano de defesa: 2016
• Autor(a) principal: Azeredo, Isabel Cristina da Silva
• Orientador(a): Giraffa, Lucia Maria Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: MÉTODOS E TÉCNICAS DE ENSINO; EDUCAÇÃO A DISTÂNCIA; PEDAGOGIA; EDUCAÇÃO
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/7137

This research intended to investigate teachers’ actions, more specifically, the pedagogical practices implemented by teachers on the Virtual Learning Environment (AVA) - MOODLE. The subjects of this investigation are the teachers who used platform more frequently and proficiently for planning their lessons. Works by authors such as Moran, Kenski, Nóvoa, Imbernón, Libâneo, Levy, Gil, Carneiro and Turchielo have been used as theoretical framework. The research uses a qualitative approach, supported by a case study, taking place at a private university, in the city of Porto Alegre (RS). Textual Discursive Analysis was used as a method of analysis, as proposed by Moraes and Galiazzi (2011). The instruments used for data collection are: a report containing basic statistical information concerning the usage of Moodle’s resources – provided by the distance education unit; an online questionnaire using Google Forms; a recorded semi-structured interview and the transcribed interviews. The first phase of the investigation relied on Moodle’s reports in order to identify the possible interviewees, who were selected using the following criteria: teachers who used Moodle more frequently and proficiently. In the second phase, the selected teachers received the questionnaire link. It allowed us to understand how they planned their lessons and how they learned how to use technological resources. In the third phase, semi-structured interviews were conducted with teachers whose virtual rooms had frequent movement. After crossing the information from the three stages, the findings showed us that there is a connection with organization and planning with pedagogical practices adopted in Moodle; There is a commitment on the part of teachers with their continuing formation; the virtual rooms have similarities in their organization related to the resources used are the same, however, didactic strategies are distinguished; The activities of Moodle most explored by the teachers are Task, Forum and Questionnaire; The lack of time and knowledge seems to be the cause of less variety of elements in the virtual space; The teachers believe that the virtual classes connect to face-to-face activities helps students to learn; Teachers want specific formations regarding pedagogical theories and methodologies. Also, it was clear that digital fluency is a facilitating factor for teachers to create/adapt and organize their space on AVA. Additionally, it is important to stress the need to connect virtual and on-site actions and vice-versa. We hope that this investigation can contribute to the reflections on pedagogical practices in the use of Digital Technologies – DT, especially on Moodle, and to the organization of actions for teachers’ long life training.