Educação a distância para o sistema prisional: princípios e contradições

• Ano de defesa: 2014
• Autor(a) principal: Ludovico, Francieli Motter
• Orientador(a): Molin, Beatriz Helena Dal
• Banca de defesa: Silva, Acir Dias da , Costa, Maria Luisa Furlan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Parana
• Programa de Pós-Graduação: Programa de Pós-Graduação "Stricto Sensu" em Letras
• Departamento: Linguagem e Sociedade
• País: BR
• Palavras-chave em Português: Educação a Distância; Sistema Prisional; Formação de Tutores; Rizoma
• Palavras-chave em Inglês: Distance Education; Prison System; Tutors Formation; Rhizome
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede.unioeste.br:8080/tede/handle/tede/2421

This dissertation, called Distance Education for the Prison System: principles and contradictions linked to the language research line: Linguistic Practices, Cultural and Teaching in the Master of Arts Program from the State University of West Paraná Unioeste, has the theme of present and distance tutors formation, who will act in the Pilot Project e-Sipris Distance-Learning Education for the prison system. Unioeste and partner agencies will offer technical courses in the distance-learning modality for sentenced in Prison Units in the region, state and country. Thus the need to explore the process of distance-learning education in the prision system context to understand how the praxis of the tutors involved should happen, who should receive didactic pedagogical training to act in such a role. Distance Education for the prison system shows up as a way of inclusion and knowledge democratization, as the idiosyncratic context that represents.Initially we aim, from theoretical assumptions, show the rhizomatic power Distance learning has. Then, we will discuss about the actants present in this modality weaving mediated by technological devices and by a human organizational web. We focus mainly on observing and to comment on the tutors continued formation, and its importance for the function they will take in the educational process of the sentenced, and its importance for the professional life of these, bearing in mind that their formation, largely, is a bachelor's degree and, considering their profession as prison officers. In this light, this research seeks to answer, among others, the following questions: what is the role of the present and distance tutors who will work in this idiosyncratic context? How should be these tutors training so that their interaction will lead to a good student performance? What skills will have to be worked out in their tutor formation, in order for tutors to be able to perform their new role in a different context in which students do not have free access to all of the suggested materials? Methodologically, this research is supported by the qualitative approach and the use of the action research, as there is participation and interference of the researcher, in the formation courses of these actors. This research is supported by the theoretical assumptions of Assmann (1998, 2000), Deleuze and Guattari (2000), Morin (2002), Dal Molin (2003), Latour (2001), Levy (1996, 1998, 1999), Motter (2013) among others. The course "Present and Distance Tutoring" provided a major growth to the Pilot Project e-Sipris, as well to the human side of each actor involved. The reflections were very important because from them, it was possible to understand the role of each actant present in Distance Education for the Prison System. We met needs and specificities for this idiosyncratic context, and thus conduct the training of tutors formation that needs to be continued and whenever necessary, follow new paths.