Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT
Ano de defesa: | 2020 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Mato Grosso
Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | http://ri.ufmt.br/handle/1/3983 |
Resumo: | The Virtual Learning Environment (VLE) is extremely relevant as a development space, due to promoting “places/spaces” for other and new appropriation for pedagogical practices. Thus, mainly because of that, there is great importance in research projects, discussions and problematizations about online development processes, as well as in the VLE use. In this dissertation, mediation and interaction are discussed from a historic and social perspective, understanding that these concepts set themselves as elements that promote learning, determining the subject’s relations and roles in online majors. This project was approved by the Ethics Committee in Research (CEP, in Portuguese). The problem of this research project is: how can mediation and interaction processes be identified in online majors of the UFMT? This way, the general goal was to analyze the use of AVA in online majors of the University, in the sense of recognizing, or not, processes and procedures of mediation and interaction. And the specific goals: 1 – Identify the mediation and interaction elements constituted in VLE; 2 – identify the collaborative practices that are developed through it. In terms of methodology, the approach is qualitative, with the participant observation method. The data collected from the Moodle activity reports (Moodle Version 3.1) and through direct observation of nine selected courses take into consideration the use of communication resources available on VLE, in three online majors: Bachelor’s degree in Public Administration (2017); Licentiate degree in Natural Sciences and Mathematics (2017); and Licentiate degree in Pedagogy (2017), offered by the UFMT in the UAB (Open Brazilian University, in English) field. The courses were selected based on a questionnaire applied to students from the three majors. The observation along with the courses was based in four elements for analysis: 1 – Which communication resources were used by the subjects; 2 – How communication happened between them; 3 – Which activities were the foundation for mediation and interaction; 4 – How these activities were organized. Based on the students’ answers in the questionnaires and from the observation done in the courses (as an answer for this research project), we have, then, a stable understanding that mediation and interaction are essentially social, which is the relations made about those participants in the development process, yet specifically not considering what could be an online and in-person crossing, summarizing itself as in-person, i.e., the mediation and interaction happen with the tutor, who is the catalyst for those elements, however it does not consolidate specifically online (VLE), or restricted to it, but especially the understanding that students need in-person moments. The research indicates, hence, that it is necessary to discuss public and institutional policies, professor and tutor’s work, and, in Distance Education’s case, the student’s “role” in the context of digital culture and connected society. |
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Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMTAmbiente virtual de aprendizagemMediaçãoInteraçãoFormação onlineCNPQ::CIENCIAS HUMANAS::EDUCACAOVirtual learning environmentMediationInteractionOnline developmentThe Virtual Learning Environment (VLE) is extremely relevant as a development space, due to promoting “places/spaces” for other and new appropriation for pedagogical practices. Thus, mainly because of that, there is great importance in research projects, discussions and problematizations about online development processes, as well as in the VLE use. In this dissertation, mediation and interaction are discussed from a historic and social perspective, understanding that these concepts set themselves as elements that promote learning, determining the subject’s relations and roles in online majors. This project was approved by the Ethics Committee in Research (CEP, in Portuguese). The problem of this research project is: how can mediation and interaction processes be identified in online majors of the UFMT? This way, the general goal was to analyze the use of AVA in online majors of the University, in the sense of recognizing, or not, processes and procedures of mediation and interaction. And the specific goals: 1 – Identify the mediation and interaction elements constituted in VLE; 2 – identify the collaborative practices that are developed through it. In terms of methodology, the approach is qualitative, with the participant observation method. The data collected from the Moodle activity reports (Moodle Version 3.1) and through direct observation of nine selected courses take into consideration the use of communication resources available on VLE, in three online majors: Bachelor’s degree in Public Administration (2017); Licentiate degree in Natural Sciences and Mathematics (2017); and Licentiate degree in Pedagogy (2017), offered by the UFMT in the UAB (Open Brazilian University, in English) field. The courses were selected based on a questionnaire applied to students from the three majors. The observation along with the courses was based in four elements for analysis: 1 – Which communication resources were used by the subjects; 2 – How communication happened between them; 3 – Which activities were the foundation for mediation and interaction; 4 – How these activities were organized. Based on the students’ answers in the questionnaires and from the observation done in the courses (as an answer for this research project), we have, then, a stable understanding that mediation and interaction are essentially social, which is the relations made about those participants in the development process, yet specifically not considering what could be an online and in-person crossing, summarizing itself as in-person, i.e., the mediation and interaction happen with the tutor, who is the catalyst for those elements, however it does not consolidate specifically online (VLE), or restricted to it, but especially the understanding that students need in-person moments. The research indicates, hence, that it is necessary to discuss public and institutional policies, professor and tutor’s work, and, in Distance Education’s case, the student’s “role” in the context of digital culture and connected society.CAPESÉ indiscutível a relevância dos Ambientes Virtuais de Aprendizagem (AVA) como espaços de formação, devido a consolidarem “lugares/espaços” de outras e novas apropriações das práticas pedagógicas. Justamente por isso a importância de pesquisas, discussões e problematizações voltadas para os processos formativos online, assim como para o uso dos AVA. Nessa pesquisa, quando se fala de mediação e interação é em uma perspectiva histórico- cultural, compreendendo que esses conceitos se configuram como elementos promotores da aprendizagem, determinando as relações e os papéis dos sujeitos nos cursos de formação online. Esse projeto foi aprovado pelo Comitê de Ética em Pesquisa (CEP). O problema desta pesquisa é: como os processos de mediação e interação podem ser identificados nos cursos de formação online da UFMT? Desse modo, o objetivo geral foi analisar o uso dos AVA nos cursos online na UFMT no sentido de se reconhecer, ou não, processos e procedimentos de mediação e interação. E os objetivos específicos: 1-Identificar os elementos de mediação e interação que se constituem nos AVA; 2- Identificar as práticas colaborativas que se desenvolvem por meio dele. Em termos metodológicos, a abordagem utilizada é qualitativa, com a metodologia da observação participante. Os dados extraídos dos relatórios de atividades do AVA (Versão Moodle 3.1) e os obtidos da observação direta das nove disciplinas selecionadas levam em consideração o uso dos recursos de comunicação disponíveis nos AVA, em três cursos de formação online: Bacharelado em Administração Pública (2017); Licenciatura em Ciências Naturais e Matemática (2017); e Licenciatura em Pedagogia (2017), ofertados pela UFMT em âmbito da UAB. As disciplinas foram selecionadas com base em um questionário aplicado aos alunos dos três cursos. A observação junto as disciplinas basearam-se em quatro elementos para análise: 1- Quais os recursos de comunicação utilizados pelos sujeitos; 2- Como se estabeleceu a comunicação entre eles; 3- Quais as atividades que deram base as mediações e interações; 4- Como essas atividades foram organizadas. Diante da resposta dos alunos no questionário e da observação nas disciplinas e em resposta ao problema dessa pesquisa tem-se então uma compreensão que se mantém de que mediação e interação têm como substrato a questão do social, que são as relações que se estabelecem sobre aqueles participantes da formação, só que especificamente desconsiderando aquilo que seria um atravessamento do online com o presencial, resumindo- se em presencialidade, ou seja, a mediação e interação acontecem com o tutor, que é o catalizador desses elementos, mas não se consolida especialmente no online (AVA), ou se restringe a ele, mas sobretudo na compreensão que os alunos tem na necessidade da presencialidade. A pesquisa indica desse modo, que se faz necessária uma discussão sobre políticas públicas e institucionais, sobre o trabalho docente e do tutor, e, no caso da EaD, sobre o “lugar” do aluno no contexto da cultura digital e da sociedade conectada.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoAlonso, Kátia Morosovhttp://lattes.cnpq.br/3326858103129656Maciel, Cristiano681.956.560-72http://lattes.cnpq.br/5234437367053668Silva, Danilo Garcia da697.784.851-00http://lattes.cnpq.br/9975642706035825654.466.741-20Brito, Glaucia da Silva603.115.509-59http://lattes.cnpq.br/8743132786538539Alonso, Kátia Morosov654.466.741-20http://lattes.cnpq.br/3326858103129656Maieski, Alessandra2023-04-06T14:21:13Z2020-03-172023-04-06T14:21:13Z2020-02-03info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMAIESKI, Alessandra. Ambientes virtuais de aprendizagem, mediação e interação: processos da formação online na UFMT. 2020. 110 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020.http://ri.ufmt.br/handle/1/3983porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-13T07:02:00ZRepositório InstitucionalPUB |
dc.title.none.fl_str_mv |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT |
title |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT |
spellingShingle |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT Maieski, Alessandra Ambiente virtual de aprendizagem Mediação Interação Formação online CNPQ::CIENCIAS HUMANAS::EDUCACAO Virtual learning environment Mediation Interaction Online development |
title_short |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT |
title_full |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT |
title_fullStr |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT |
title_full_unstemmed |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT |
title_sort |
Ambientes virtuais de aprendizagem, mediação e interação : processos da formação online na UFMT |
author |
Maieski, Alessandra |
author_facet |
Maieski, Alessandra |
author_role |
author |
dc.contributor.none.fl_str_mv |
Alonso, Kátia Morosov http://lattes.cnpq.br/3326858103129656 Maciel, Cristiano 681.956.560-72 http://lattes.cnpq.br/5234437367053668 Silva, Danilo Garcia da 697.784.851-00 http://lattes.cnpq.br/9975642706035825 654.466.741-20 Brito, Glaucia da Silva 603.115.509-59 http://lattes.cnpq.br/8743132786538539 Alonso, Kátia Morosov 654.466.741-20 http://lattes.cnpq.br/3326858103129656 |
dc.contributor.author.fl_str_mv |
Maieski, Alessandra |
dc.subject.por.fl_str_mv |
Ambiente virtual de aprendizagem Mediação Interação Formação online CNPQ::CIENCIAS HUMANAS::EDUCACAO Virtual learning environment Mediation Interaction Online development |
topic |
Ambiente virtual de aprendizagem Mediação Interação Formação online CNPQ::CIENCIAS HUMANAS::EDUCACAO Virtual learning environment Mediation Interaction Online development |
description |
The Virtual Learning Environment (VLE) is extremely relevant as a development space, due to promoting “places/spaces” for other and new appropriation for pedagogical practices. Thus, mainly because of that, there is great importance in research projects, discussions and problematizations about online development processes, as well as in the VLE use. In this dissertation, mediation and interaction are discussed from a historic and social perspective, understanding that these concepts set themselves as elements that promote learning, determining the subject’s relations and roles in online majors. This project was approved by the Ethics Committee in Research (CEP, in Portuguese). The problem of this research project is: how can mediation and interaction processes be identified in online majors of the UFMT? This way, the general goal was to analyze the use of AVA in online majors of the University, in the sense of recognizing, or not, processes and procedures of mediation and interaction. And the specific goals: 1 – Identify the mediation and interaction elements constituted in VLE; 2 – identify the collaborative practices that are developed through it. In terms of methodology, the approach is qualitative, with the participant observation method. The data collected from the Moodle activity reports (Moodle Version 3.1) and through direct observation of nine selected courses take into consideration the use of communication resources available on VLE, in three online majors: Bachelor’s degree in Public Administration (2017); Licentiate degree in Natural Sciences and Mathematics (2017); and Licentiate degree in Pedagogy (2017), offered by the UFMT in the UAB (Open Brazilian University, in English) field. The courses were selected based on a questionnaire applied to students from the three majors. The observation along with the courses was based in four elements for analysis: 1 – Which communication resources were used by the subjects; 2 – How communication happened between them; 3 – Which activities were the foundation for mediation and interaction; 4 – How these activities were organized. Based on the students’ answers in the questionnaires and from the observation done in the courses (as an answer for this research project), we have, then, a stable understanding that mediation and interaction are essentially social, which is the relations made about those participants in the development process, yet specifically not considering what could be an online and in-person crossing, summarizing itself as in-person, i.e., the mediation and interaction happen with the tutor, who is the catalyst for those elements, however it does not consolidate specifically online (VLE), or restricted to it, but especially the understanding that students need in-person moments. The research indicates, hence, that it is necessary to discuss public and institutional policies, professor and tutor’s work, and, in Distance Education’s case, the student’s “role” in the context of digital culture and connected society. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-03-17 2020-02-03 2023-04-06T14:21:13Z 2023-04-06T14:21:13Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
MAIESKI, Alessandra. Ambientes virtuais de aprendizagem, mediação e interação: processos da formação online na UFMT. 2020. 110 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. http://ri.ufmt.br/handle/1/3983 |
identifier_str_mv |
MAIESKI, Alessandra. Ambientes virtuais de aprendizagem, mediação e interação: processos da formação online na UFMT. 2020. 110 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. |
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http://ri.ufmt.br/handle/1/3983 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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