Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
SAMPAIO, Raqueline Castro de Sousa
 |
| Orientador(a): |
JÓFILI, Zélia Maria Soares |
| Banca de defesa: |
ALBUQUERQUE, José de Lima,
SILVA, Ivanda Maria Martins,
BARROS, Marcos Alexandre de Melo |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7953
|
Resumo: |
The technological evolution, the expansion of Distance Education and the change of paradigm in the teacher and student role require a new pedagogical approach and a new teaching practice which, on the other hand, needs a good pedagogical mediation. The present research was overall aimed to investigate the pedagogical mediation process in Distance Education programs at Federal Institute of Piauí - Campus Paulistana, taking in account the face-to-face tutors and students conceptions about pedagogical mediation, identifying the tutors issues to promote it, and raising suggestions from both (tutors and students) to improve it and produce a Podcast database with educational guidelines about pedagogical mediation, thus contributing to the improvement of teaching and learning in Distance Education. It was adopted the qualitative approach with as methodology of this research. Firstly, it was made a theoretical review about the subject, after a documentary research. The participants in this study were three (3) face-to-face tutors from IFPI-Campus Paulistana Distance Education programs, and thirty (30) students out of the total of ninety (90) students, ten students (10) per program, were used in the field research. To collect data from the research, questionnaires were used to identify the conceptions of face-to-face tutors and students about pedagogical mediation, point out the difficulties in promoting it and gather suggestions to improve it. This study suggests that a special attention should be paid to the role of the teacher / tutor during the pedagogical mediation in distance education programs, in order to allow different mediation strategies and provide students with an autonomous and real learning process. The results had shown that tutors see mediation as a synonym of getting close, making communication and access to the program easier, and besides that motivating students. Students, otherwise, believes it is the way contents are taught, in other words, an exchange of information. Tutors crave for a better quality teaching material that is produced by the teacher of the subject and passed on to students, as well as, the access to the platform should be improved because there are many complaints from students who consider the access to it difficult. The data collected suggest that the practical classes should be proposed and guided by the teacher of the subject, in addition, a simplified access to the platform and improvement in the quality of live and recorded classes should be ensured. |
