Blended learning na formação continuada de professores universitários: novas conexões à profissionalização e à prática docente

• Ano de defesa: 2020
• Autor(a) principal: Santos, Vera Lúcia Pontes dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Docência universitária; Prática docente universitária; TDIC; Metodologias ativas; Blended learning; Profissionalização continuada; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/7495

This thesis deals with theoretical and methodological findings related to the formation of teachers under blended learning in a continuous perspective, based on the experience of 24 (twenty-four) teachers from different academic areas at the Federal University of Alagoas (Ufal) as trainees, the training course entitled Digital Technologies and Active Methodologies (TDMA) promoted by the Program for continuing education in higher education teaching (Proford), in 2018. The contemporary trend TDMA emerges in the Ufal scenario of numerical restlessness of pedagogical pedagogical restlessness why they revitalize and enhance teaching-learning in the university classroom. In this context, this study aims to investigate how didactic-pedagogical contributions of hybrid teaching to the professionalization and university teaching practice of students graduating from TDMA Ufal. On the one hand, it discusses the potential of the course before the didactic-pedagogical references of combined learning prioritized during the training course; on the other hand, it is evident how these interconnections are intertwined in the teaching practice of teachers who have graduated from training. Methodologically, it is based on the multi-referential qualitative research outlined by research-training. A triangulated analysis is made of the data obtained from the Virtual Learning Environment (VLE) of the course, the online biographical questionnaire, narrative reports, and the researcher's training diary. Theoretical impulse about teaching in higher education, continued professionalization of teachers and blended learning as an innovative teaching and learning strategy is made - and, in this mix, the use of digital information and communication technologies (TDIC) focused on learning active. The search-formation itself assumes three epistemological references: a) a referential interlocution is made correlating the researcher's academic-professional narrative with the object of her research, placing it as a particular element of her experience and experience with the Proford at Ufal, to introduction guide; b) data obtained in the AVA of the TDMA Ufal course are fed back during the training by the action of the course participants and, during the investigation, by the action of the researcher, in the light of the theoretical and methodological foundations that support them; and c) data obtained and reframed during a narrative interview with the graduates whose synthesis evidenced which new knowledge / practices that are involved in the university class these teachers are analyzed, from the change of conception to the change in pedagogical practice. The data show that blended learning, that is, the combination of spaces, times and learning experiences, is a potential strategy for continued professionalization because it refers the student, simultaneously, to the experience and experimentation of new ways of learning and teaching, resulting in an experience that contributes to the processes of reflection and reconfiguration of university teaching practice. The contributions that derive from this experience are evident in the way in which the teaching know-how is involved in the pedagogical action of teachers graduating from TDMA Ufal, which reverberates: changing the pedagogical conception from a traditional perspective to a more innovative perspective; greater pedagogical autonomy in teaching-learning decision-making; conception of planning as a necessary variable for self-reflection and self-assessment in the implementation of didactic situations; reassignment of assessment instruments and procedures with the integration of digital and active methods; incorporation of TDIC and active methodologies in the curricular matrix and, finally, students more motivated and engaged in protagonism and interactive learning.