Gestão pedagógica na educação a distância: abordagens e contribuições na formação de professores de línguas para atuar na EaD

Abstract

This research is part of the line of Educational Technology Management Network of the Graduate Programme Professional Masters in Educational Technology Network - MPTER. These initial steps is a desire to promote reflections on the distance language teaching context in Brazil and the critical training of teachers to work in the distance. The methodology used in the study was descriptive and exploratory and qualitative nature. Data were collected through semi-structured interviews using the steps of content analysis proposed by Bardin (2011). Three categories were found based on studies proposed by Behar (2009): organizational, pedagogical and technological aspects. The objective of this study was to establish from the relevant referrals coordinators experience for the development of a pedagogical management process for distance language courses. The results showed that even with the expansion of distance education in higher education in the area of Letters, democratization is still slow and premature in Brazil. Therefore, it is believed that one reason for the short supply of language learning courses is the fact that this type of education requires different and innovative ways of doing education, and requires trained professionals who know not only deal with technologies, but have training to work in distance education. Thus, it is understood that the training of language teachers need to be guided by the emancipation and critical consciousness of universities in building a common curriculum for language courses, as future teachers need to carry over into different levels and types of education.