A prática na educação a distância: duas experiências e múltiplas reflexões desvelando seus cotidianos de ensino no AVA

• Ano de defesa: 2017
• Autor(a) principal: Vanessa Leite Barreto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Cotidiano; Educação a Distância; Ambiente Virtual de Aprendizagem; Formação de Professores de Língua Ingles; Experiências; Aprendizagem Experiências; Ambientes virtuais compartilhados; Aquisição da segunda linguagem; Tecnologia educacional; Ensino auxiliado por computador; Professores de inglês Formação
• Link de acesso: http://hdl.handle.net/1843/LETR-AXSNL8

This piece of research presents a study on the experiences of two teachers in the English-Letters, from a university in Minas Gerais, here entitled UNIVX. The investigation is framed by Miccolis concept of experience (1997-2015) and has the support of studies on reflective practice in the training of English Language teachers (DEWEY, 1933, 1997; SCHÖN, 1997; ZEICHNER, 1993, 2001) and teacher training in the context of DE-Distance Education (BELLONI, 2002, 2012). This is a case study of experiential nature, using the Frame of Reference for Teacher Experiences (MICCOLI & VIANINI, 2014). Data were collected from the analysis of VLEs-Virtual Learning Environments and later through interviews with participating teachers, mediated by the analyzes of their respective VLEs. The actions of the teachers in these environments were observed during the time span of their classes. Every unit, the VLE screens of each teacher were captured to examine the online interaction between teachers, tutors and students. The results of these analyses were obtained from interviews conducted individually with each participant. The testimonies and experiences collected were transcribed, generating narratives that allowed the adaptation of the Frame of Reference of Teachers Experiences to the particularities of the experiences of teachers in DE. The results revealed two distinct teaching experiences related to interaction between teacher and students. The results reveal the daily experiences lived by these teachers in their VLEs. As a contribution to the area of Applied Linguistics, in addition to the methodology used to map the experience of the classroom in VLE, the results have implications for the training of language teachers in the Distance Education, in order to reinforce the need for continued education for the qualification of professionals to act in the distance mode.