Alunos (as) virtuais, professores (as) presenciais: a negação de elementos essenciais do ensino no processo de formação inicial docente a distância

• Ano de defesa: 2022
• Autor(a) principal: Diniz, Ercules Laurentino
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Formação de professores; Educação a distância; Negação do ensino; Teacher training; Distance education; Denial of teaching; Formación docente; Educación a distancia; Negación de la enseñanza; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23392

The training of teachers at a distance is a phenomenon full of contradictions. The main one perhaps resides in the subsequent face-to-face performance of this subject. Our objective is to understand the teacher's conception of their work in the school space from their training in the distance education modality, pointing out the denial of essential elements of teaching. The thesis defended is: Distance Education, developed according to a capitalist logic, denies the time necessary for socialization and appropriation of contents, and human relations during the process of socialization of knowledge as essential elements in teacher training for face-to-face work. Supported by historical-dialectical materialism, we investigated the limits and possibilities of an initial training of teachers that, taking place in virtual environments, aims to enable them to work in classrooms. This is a qualitative research that uses semi-structured interviews as the necessary instrument to obtain information from the subjects. Ten teachers were interviewed who, graduates of the Distance Learning Degree in Biological Sciences at the Federal University of Paraíba, are currently teaching in basic education schools. To answer the problems arising from social practice, we have as a theoretical instrument the critical hermeneutics according to which, according to Gamboa (2006), the researcher must obtain answers to the problem presented in at least four levels: technical; methodological; theoretical; and epistemological. The speeches show, in addition to the benefits conferred by the training, a series of concerns of the teachers when remembering the years of graduation. The interviewees highlight the fact that they take several subjects without contacting the professor; the construction of compulsory autonomy; the individualization of the training process. Based on Historical-Critical Pedagogy theorists, especially Saviani (2011) and Duarte (1992), we seek to emphasize the importance of the presence of the other in educational work and denounce that, by denying the encounter between humans during the training process, education the distance would be adequate to the hegemonic educational proposals that aim at the valorization of the individual to the detriment of the collective. It is concluded, therefore, that the continuity of the degree researched as a training instrument that takes place far from large university centers is of fundamental importance, but that it should, instead of denying elements of face-to-face teaching, incorporate them, ensuring a formative process where the time necessary for the appropriation of the contents and the presence of the teacher continue to be essential elements for the educational work.