Elementos do Subsistema Social Docente dos Cursos de Graduação e de Pós-graduação em Administração a Distância

• Ano de defesa: 2010
• Autor(a) principal: Vale, Solange Cristina do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; Brasil; Administração; Programa de Pós-Graduação em Administração; UFPB
• Palavras-chave em Português: Educação a distância; Docente; Abordagem sociotécnica; Distance education; Teacher; Socio-technical approach; CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/3879

The sociotechnical approach presents humanistic principles related to technology and change that can be applied in the field of distance education, organized into two subsystems: social subsystem (people and structures) and technical subsystem (technology and processes). In this understanding, the study of a core set of elements of social sociotechnical subsystem in which teachers of undergraduate and postgraduate distance should be able to mediate a satisfactory teaching and learning.The research aims at: characterizing the professional profile of online teachers lecturing at undergraduate and postgraduate courses, identifying interests, challenges and changes caused by distance teaching, identifying the cognitive and behavioral profile of teachers acting at distance learning courses, identifying the working relationships between teachers and students of distance education courses, and summarizing the social categories relevant to the performance of teachers in courses at a distance. The methodology traveled along the path of empirical research by means of semi-structured interviews with twenty-five teachers at the University Federal of Paraíba and the State University of Paraíba. A qualitative approach and an orientation towards an interpretative paradigm has been used together with content analysis as a supporting tool for the study and interpretation of data. The results revealed the interests, challenges and changes caused by distance teaching. We have also identified, by means of predefined categories of the scale people (relief, skills, interaction and inclusion), the cognitive and behavioral profile of teachers and size structures (adaptation, performance, innovation, personnel assistance) working relationships between teachers and students. During the interpretation of the results, we found a new category (Interactive) and showed the categories relevant to the online teachers‟ performance: adaptation, personnel assistance, interaction, interactivity and skills. It was concluded that in terms of theoretical contribution, the discussion of the use of distance learning for teachers in a university space on a social perspective generates empirical evidence to contribute to the progress and development studies in the area. On the other hand, the social contribution of research and practical approach the academic environment of the educational context of undergraduate and postgraduate using EAD, so that the results presented serve as input for reflection by teachers on the teaching process and learning