Instituto fanal cuja história : tradição, tecnologia e inovação na formação continuada de professores(as)

• Ano de defesa: 2011
• Autor(a) principal: Macedo, Juliana Gomes de
• Orientador(a): Grinspun, Mírian Paura Sabrosa Zippin
• Banca de defesa: Santos, Sonia Regina Mendes dos , Neves, Antonio Mauricio Castanheira das
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Formação continuada; Ambiente virtual de aprendizagem; Tecnologias de informação e comunicação; Professor-pesquisador; Professores Formação; Instituto Superior de Educação do Rio de Janeiro História; Realidade virtual na educação; Ensino a distância; Tecnologia educacional
• Palavras-chave em Inglês: Continuing education; Virtual learning environment; Information and communication technologies; Teacher-Researcher
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10556

This paper was intended to make a historical survey of Instituto Superior de Educação do Rio de Janeiro - ISERJ - from the political and pedagogical standpoint and also bring practical concepts and actions of teachers continuing education. Within this proposal, the research addresses issues concerning New Information and Communication Technologies as a complementary possibility to the teachers continuing education in Colégio de Aplicação - CAP-ISERJ. The study was conducted using the methodology of action research because it is believed that this type of research favors the discussion and the production of knowledge among all involved - the researcher and participants. This research provides a deep relationship between actions and resolutions of problems within a collective, cooperative and participatory scope. (Thiollent, 1997). The survey was conducted in the campus where the researcher works, which favored the dialogue among the actors involved. Thus, it was proposed at the end of the work, the creation of a virtual learning environment, Campus Online, based on proposals of Online Education (SANTOS, 2006) that differs from the traditional distance education. The implementation of Campus Online involves many political, financial and educational issues but it is motivated by the desire and the need for teaching practice transformation.