Subsídios teóricos para a formação de professores por meio de redes colaborativas virtuais na universidade

Abstract

This study presents theoretical subsidies for teacher`s formation by means of collaborative nets at university, It allows to visualize a differentiated practice for the teacher`s formatiom. The search for these elements through an outstanding bibliography research, contemplate three aspects of the analyses: Teacher`s formation, pedagogical mediation and virtual colaboratives net at university, which promote a proposal to a continued formation, answering the knowledge society. In this way, it was possible to verify the influences of the new tecnologies in the information and comunication concerning teaching methods, changing the individuals lives, challenging the teaching and learning skills and, as a consequence, the appearence of new environments of individual and collective knowledge allowing the teachers a continous and reflexive formation. The pedagogic mediation through collaborative virtual net at university makes possible the interaction and colaboration, originating new environments of learning trough the distance. When drawing the collaborative net of the teachers` formation in the university, it is intended to build the formation of a reflexive teacher as an intellectual in a continous knowledge process, being the main actors of this process: the initial forming teachers, formative teachers, and those who already pratice the profession and also, the ones who are interested in participating in this virtual community, acting as participant or as mediators teachers. All the participants are the co-authors, while are estimulated to come up with themes to the continuous formation of the net. The pedagogic mediation is a way of learning that is shared among the teachers mediators and the participants of the process who are able to teach and learn at the same time. So they don`t change the aim of the role of the mediator but, they also mediate the process, because the context is something to be enlarged. The systematization of the theoretical subsidies lead to the aspects that allowed to acchieve a constructivist virtual net, the context where the development of social cognitive and the shared knowlegde are facilitated by the pedagogic theory and the new tecnologies of the information and comunication, ways of instrumental mediations. This collaborative virtual net in a teachers` formation course, teachers mediators and participating teachers, shows the possibility of a living process in the knowledge construction added to the use of tecnologies that allows the formation of virtual comunities.