Da docência presencial à docência online: aprendizagens de professores universitários no ensinar a distância

• Ano de defesa: 2018
• Autor(a) principal: Carmo, Renata de Oliveira Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: EAD; Tutoria Online; Saberes; Práticas; Ensino Superior; Distance Education; Online Tutoring; Knowledge; Practice; Higher Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/21249; http://dx.doi.org/10.14393/ufu.di.2018.520

This thesis deals with how it has been occurring, to professors with experience in the face-to-face university teaching, the learning of the teaching practice in the online classroom in a distance education program of a higher education institution. It aims to investigate the learning of these professors to teach when, from face-to-face modality, they started working as online tutors conducting the pedagogical mediation in the virtual environment of distance undergraduate courses. It uses as methodologies the thematic oral history and the documental analysis. In relation to the first one, semi-structured interviews were fulfiled in order to know the acquired learning and the challenges faced by five university teachers with the profile defined by the study. As for the second, samples of written interactions between the online tutors and their pupils were analyzed in order to observe the teachers´ actions in the pedagogical mediation; since these samples had been previously posted in a tool of the online environment aimed at clarifying students´ doubts. It highlights that the learning of the teaching in distance undergraduate courses represents a new signification of what these university teachers commonly did in the face-to-face context due to the time and space specificities of the online classroom regarding the relationship with the student body, the knowledge construction and the teaching work. It concludes that the university teachers who start working as online tutors should be educated, along with their peers of the distance education collective teaching, before and during the tutoring in this modality in order to help the understanding of this teaching role, the definition of their working conditions, and the constitution of their professional identity.