Re-invenção da docência na educação profissional, técnica e tecnológica: (inter)ação formativa em rede como possibilidade

• Ano de defesa: 2024
• Autor(a) principal: Weingärtner, Thiago da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Formação docente; Ensino remoto; Ambiente virtual de ensino aprendizagem; Teacher training; Remote teaching; Learning management system; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33354

This paper presents an analysis of the pedagogical training provided by the Federal Institute Farroupilha (IFFar) for teaching in remote learning during the COVID-19 pandemic. Due to the unusual situation, Grounded Theory was chosen as the methodology. Therefore, a study on this method, how it was used, its facilitations, and difficulties for conducting this research is presented. Thus, analyses of records of the training sessions in videos were made, as well as documents that supported them, in order to investigate the various perspectives of the formative action and its configuration. A general overview of the information system used by IFFar, the SIG (Integrated Management System), highlighting the educational module called SIGAA (Integrated Management System for Academic Activities), is also presented. Afterwards, some analyses are presented on the dynamics adopted to address the mentioned training sessions, their themes, and implications in education. The considerations on the training project used by IFFar and the findings regarding the pedagogical guidelines for remote teaching of the institution are also presented. The main results included the potential of the dynamics to integrate technical themes on the use of a VLE with the necessary pedagogical themes for teaching action. It was also evidenced that the main guidelines portrayed in the institutional guidelines stand out in the analysis of student assessment and attendance issues during the remote learning period. Finally, a synthesis of the main results and possible applications of the theories elucidated here is presented.