Contribui??es da Educa??o a Dist?ncia a Pedagogia da Altern?ncia.

• Ano de defesa: 2012
• Autor(a) principal: Lobo, ?dila Marta Miranda
• Orientador(a): Sanchez, Sandra Barros
• Banca de defesa: Ribeiro, Adagenor Lobato, Albino, Sirley de F?tima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Educa??o Agr?cola; Pedagogia da Altern?ncia; Educa??o a Dist?ncia; Media??o; Colabora??o
• Palavras-chave em Inglês: Agricultural Education; Pedagogy of Alternation; Distance Education; Mediation; Collaboration
• Área do conhecimento CNPq: Zootecnia
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/3598

The Pedagogy of Alternation is a pedagogical proposal that emerged in France in 1935 in a village called Lot-et-Garone, who assumes the integral formation of young or adult living in the countryside, combining traditional and scientific knowledge, so symbiotic. The student lives, then a period in school and another in their home community. In Pedagogy of Alternation, in school, students study a second rate of alternation, with two times of study: the school time and community time, alternating, each lasting twenty to thirty days, except for holiday periods. During the time school students are living on campus, in dormitories organized for that purpose, and community during the time they return to their homes, with tasks to do. The research proposal is the inclusion of Distance Education on-line, as a pedagogical tool complement the Pedagogy of Alternation, to be used during community time. From this, the research aimed at the creation of a teaching method in order to enable the methodological proposal. Students were involved in the Technical Course Integrated Agricultural High School, third series PROEJA - Education Program for Youth and Adults, who studied under the proposal of the Pedagogy of Alternation. For this research, I proposed as a method of study Quali-Quantitative Research. The initial data were obtained through a Diagnostic Questionnaire, to see the students as the availability of Internet access as well as their technological possibilities, then built a teaching method that has been done with the following parts from the subject Digital Inclusion: Subject Planning, Organization of Subject in Moodle Virtual Learning Environment, Test Self-Assessment, Planning Study, Dynamic Performance of Activities for Time Community Issues and Pedagogical Evaluation. For the purpose of this work, the Digital Inclusion was chosen by the importance of this issue for student life and social needs of people and tools in the field of communication and interaction, they are features that allow everyone access to information in a practical and fast. Despite the choice of subject Digital Inclusion, the teaching method was done with a general methodological nature, which can be developed from any matter to be applied to the time the community. The activities developed in the Planning Subject were produced from the viewpoint of digital inclusion, with tasks that permeated the use of word processor, spreadsheet, presentation editor, messenger, electronic mail, social networking (Facebook), search engine Google and rules etiquette on the Internet. The strategy for the production of teaching method was based on Meaningful Learning of Dee Fink; in the Zone of Proximal Development ? ZPD of Lev Vygotsky and Humanizing Array of Monica Luque. As a result, this paper argued in order to obtain subsidies in favor of distance education as an educational tool supplementing the Pedagogy of Alternation, to be used during the time the community or even during school time, with the teacher as a facilitator and driver of the group to build a virtual learning community.