A produção de um curso online aberto e massivo (MOOC) para a formação continuada de professores do ensino médio

• Ano de defesa: 2022
• Autor(a) principal: Lima, Paula Terra Duarte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Ensino online; Educação aberta; Formação de redes colaborativas; Massive Open Online Courses; Formação de professores; Formação continuada; Online teaching; Open education; Formation of collaborative networks; Teacher training; Continuing education; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/49520

Among the forms of online education are MOOCs (Massive Open Online Courses), which are short courses, open to the public and that take place online. This model of supply contributes to the democratization of education, as it involves faster courses, with no prerequisites for admission and no geographical and temporal barriers. In this context, this dissertation aims to produce an open and massive online course (MOOC) for the continuing education of high school teachers. To meet the proposed objective, a descriptive and qualitative field research was carried out, with the field diary as the main data source. All stages of the project were recorded in it, from the conception of the MOOC - choice of content, activities and hosting platform, in addition to its production - through recording video lessons, organizing reading files and tasks, until completion, when the course was completely organized and made available on the internet. We found that the production of a MOOC goes beyond the simple recording of video lessons and requires elaboration and planning, above all pedagogical. There is a vast field for research in the area, so that challenges are mitigated. Some of them are the need for studies on how network learning works, on the ways of evaluating and certifying MOOCs, on overcoming the process of incredibility in which the market inserted the MOOCs. In addition to these, the main challenge perceived through this research was the need for MOOCs to serve a significant number of participants without compromising human and individual relationships.