Educação a distância para o sistema prisional: princípios e contradições
Ano de defesa: | 2014 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unioeste.br:8080/tede/handle/tede/2421 |
Resumo: | 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. |
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Molin, Beatriz Helena DalCPF:25189468968http://lattes.cnpq.br/3457465179465183Silva, Acir Dias daCPF:76421902987http://lattes.cnpq.br/6902191554348937Costa, Maria Luisa FurlanCPF:63316846972http://lattes.cnpq.br/6836134905831335CPF:06532750999http://lattes.cnpq.br/1434254341381636Ludovico, Francieli Motter2017-07-10T18:55:53Z2016-04-302014-12-12LUDOVICO, Francieli Motter. Distance Education for the Prison System: principles and contradictions. 2014. 113 f. Dissertação (Mestrado em Linguagem e Sociedade) - Universidade Estadual do Oeste do Parana, Cascavel, 2014.http://tede.unioeste.br:8080/tede/handle/tede/2421This 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.A presente dissertação, denominada Educação a Distância para o Sistema Prisional: princípios e contradições, vinculada à linha de pesquisa Linguagem: Práticas Linguísticas, Culturais e de Ensino do Mestrado em Letras da Universidade Estadual do Oeste do Paraná Unioeste, tem como tema a formação dos tutores presenciais e a distância que atuarão no Projeto Piloto e-Sipris Educação a Distância para o Sistema Prisional. A Unioeste e órgãos parceiros ofertarão cursos técnicos a distância para os sentenciados em Unidades Prisionais da região, do estado e do país. Portanto surge a necessidade de se explorar o processo de Educação a Distância no contexto do sistema prisional para compreender como deve ser a práxis dos tutores envolvidos, que devem receber formação didático pedagógica para atuarem em tal função. A EaD para o sistema prisional mostra-se como um caminho de inclusão e democratização do conhecimento, visto o contexto idiossincrático que o constitui. Objetivamos inicialmente, a partir de pressupostos teóricos, mostrar a potência rizomática que a Educação a distância possui. Logo, discutiremos acerca dos actantes presentes na tecelagem desta modalidade mediada por aparatos tecnológicos e por uma teia organizacional humana. Ocupamo-nos, principalmente em observar e tecer considerações sobre a formação continuada dos tutores, e a sua importância para a função que ocuparão no processo educacional dos sentenciados, tendo em vista que sua formação acadêmica, em grande parte, é o bacharelado, uma vez que exercem a profissão de agentes prisionais. Diante do exposto, esta pesquisa, tenta responder, dentre outras, as seguintes indagações: qual é o papel dos tutores presencial e a distância que irão atuar nesse contexto idiossincrático? Como deve ser a formação desses tutores para que sua atuação provoque um bom desempenho dos estudantes? Que habilidades terão que ser trabalhadas na sua formação de tutoria, para que os tutores estejam aptos a desempenhar seu novo papel em um contexto diferenciado no qual os estudantes não terão livre acesso a todos os materiais sugeridos? Metodologicamente, esta pesquisa está sustentada pela abordagem qualitativa e a utilização da pesquisa-ação, pois existe a participação e a interferência da pesquisadora, nos cursos de formação desses atores. Fundamentam esta pesquisa os pressupostos teóricos de Assmann (1998, 2000), Deleuze e Guattari (2000), Morin (2002), Dal Molin (2003), Latour (2001), Lévy (1996, 1998, 1999), Motter (2013), dentre outros. O curso Tutoria Presencial e a Distância proporcionou um grande crescimento ao Projeto Piloto e-Sipris, bem como, o lado humano de cada ator envolvido. As reflexões foram muito importantes e a partir delas foi possível entender o papel de cada actante presente na Educação a Distância para o Sistema Prisional. Encontramos necessidades e especificidades para este contexto idiossincrático e, assim, conduzimos a formação dos tutores formação esta que precisa ser continua e, sempre que necessário, seguir novos caminhos.Made available in DSpace on 2017-07-10T18:55:53Z (GMT). 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dc.title.por.fl_str_mv |
Educação a distância para o sistema prisional: princípios e contradições |
dc.title.alternative.eng.fl_str_mv |
Distance Education for the Prison System: principles and contradictions |
title |
Educação a distância para o sistema prisional: princípios e contradições |
spellingShingle |
Educação a distância para o sistema prisional: princípios e contradições Ludovico, Francieli Motter Educação a Distância Sistema Prisional Formação de Tutores Rizoma Distance Education Prison System Tutors Formation Rhizome CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Educação a distância para o sistema prisional: princípios e contradições |
title_full |
Educação a distância para o sistema prisional: princípios e contradições |
title_fullStr |
Educação a distância para o sistema prisional: princípios e contradições |
title_full_unstemmed |
Educação a distância para o sistema prisional: princípios e contradições |
title_sort |
Educação a distância para o sistema prisional: princípios e contradições |
author |
Ludovico, Francieli Motter |
author_facet |
Ludovico, Francieli Motter |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Molin, Beatriz Helena Dal |
dc.contributor.advisor1ID.fl_str_mv |
CPF:25189468968 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3457465179465183 |
dc.contributor.referee1.fl_str_mv |
Silva, Acir Dias da |
dc.contributor.referee1ID.fl_str_mv |
CPF:76421902987 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6902191554348937 |
dc.contributor.referee2.fl_str_mv |
Costa, Maria Luisa Furlan |
dc.contributor.referee2ID.fl_str_mv |
CPF:63316846972 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6836134905831335 |
dc.contributor.authorID.fl_str_mv |
CPF:06532750999 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1434254341381636 |
dc.contributor.author.fl_str_mv |
Ludovico, Francieli Motter |
contributor_str_mv |
Molin, Beatriz Helena Dal Silva, Acir Dias da Costa, Maria Luisa Furlan |
dc.subject.por.fl_str_mv |
Educação a Distância Sistema Prisional Formação de Tutores Rizoma |
topic |
Educação a Distância Sistema Prisional Formação de Tutores Rizoma Distance Education Prison System Tutors Formation Rhizome CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Distance Education Prison System Tutors Formation Rhizome |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
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. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-12-12 |
dc.date.available.fl_str_mv |
2016-04-30 |
dc.date.accessioned.fl_str_mv |
2017-07-10T18:55:53Z |
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LUDOVICO, Francieli Motter. Distance Education for the Prison System: principles and contradictions. 2014. 113 f. Dissertação (Mestrado em Linguagem e Sociedade) - Universidade Estadual do Oeste do Parana, Cascavel, 2014. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br:8080/tede/handle/tede/2421 |
identifier_str_mv |
LUDOVICO, Francieli Motter. Distance Education for the Prison System: principles and contradictions. 2014. 113 f. Dissertação (Mestrado em Linguagem e Sociedade) - Universidade Estadual do Oeste do Parana, Cascavel, 2014. |
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Universidade Estadual do Oeste do Parana |
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