Formação inicial de pedagogos na modalidade EaD: ambiência, competências e práticas

Abstract

The proposed research will be justified by a study in the context of teacher and student in the distance modality, aiming to realize the impacts that may be reflected the quality of academic work and professional identity of educators in training context. Therefore, he stressed the need to investigate what students think of the 8th semester of Pedagogy from the University Federal de Santa Maria (UFSM), within the Open University of Brazil (UBA)-mediated Virtual Learning Environment-Learning Free (MOODLE) about the training offered, not neglecting the institutional context and the way in which these students are found. Therefore, this project was to problem the following question: What skills and practices developed in distance education modality for the initial training of educators, considering the experience of UFSM UAB in the system? Thus, the aim of this research was to investigate the skills and practices developed in the modality of training in distance education to students in final course, with reference to the preparation for future role as educators. The methodology relied on the principles of quantitative-qualitative research, working with quantitative data derived from surveys educational, but analyzed using qualitative bias. For collection and processing of data were used surveys collectively constructed and arranged in accordance with the Google Docs, being available for the subjects participating in the virtual learning environment Moodle. The theoretical study based the interpretation and discussion of results, highlighting the skills and pedagogical practices, guiding principles of research. We emphasize that the work provided a significant learning about distance education, specifically the Pedagogy Course EaD UFSM, from which we glimpse a process of teaching and learning that involves seeking to develop skills oportunizem that the constitution of the pedagogue mediator in the transformation of information into knowledge always taking into account the interactions, exchanges and interests of prospective students. We also see that view the development of educational practices, however not always been possible activities that allow the appropriation of this action. And yet, we identified the human-technological ambience set the course provides a good quality in initial teacher training, involving knowledge and own teaching, considering the important part of the training process and integrating theory and practice.