Mediação pedagógica no ensino-aprendizagem colaborativo do sistema e-Tec Brasil

• Ano de defesa: 2015
• Autor(a) principal: Bagetti, Sabrina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000dv8b
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Mediação pedagógica; Ensino-aprendizagem colaborativo; Fluência tecnológico-pedagógica; Educação a distância; Tecnologias educacionais; Pedagogical mediation; Collaborative teaching and learning; Technological and pedagogical fluency; Distance education; Educational technologies; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7214

The thematic concern, generating this research is centered on the challenges of pedagogical mediation of the Multidisciplinary Team at the Horticulture Technical Distance Course (ou apenas Horticulture Technical Course ), inserted into e-Tec Brasil system, at Federal University of Santa Maria (UFSM) Polytechnic School. We investigate didactic-methodological strategies that promote collaborative teaching and learning mediated by Moodle tools. To achieve the proposed objectives, we are guided by methodological concepts of action research, establishing cyclical stages, such as planning, implementation, evaluation and redesign activities that cover the construction of didactic-methodological strategies implemented at first module of the course. Action research was argued in three mediators matrixes propositions: the Dialogic-problem-Matrix (DPM), the Theme-Organizing Matrix (TOM) and the Theme-Analytic Matrix (TAM), which guided, respectively, the production of data organization and analysis. research instruments (participation observation diaries, interviews and survey type questionnaires) were guided in sixteen issues of MDP, becoming indicators to the bottom line. Therefore, this action research is grounded in public policy for Professional and Technological Education (PTE) and the e-Tec Brasil system. Also, in Freire's conceptions of Dialogic-Emancipatory Education (DEE), Pedagogical mediation education in Virtual Environments of Teaching and Learning (VETL) and Study Activity Theory. Thus, the elected analytical categories were collaborative teaching and learning and technological fluency. The results of the action research, supported in the triangulation of data, point out the challenge in the pedagogical mediation of distance technical courses, to promote collaborative teaching and learning is focused on development of technological and pedagogical fluency both components of the multidisciplinary team as the students of the course.