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Abstract(s)
A educação a distância online vem se tornando, progressivamente, uma estratégia de ensino que busca atender a um público diferenciado em toda sua especificidade. A desconstrução das barreiras de tempo e espaço e seu alto poder de interação a configura como uma nova ferramenta pedagógica para resolver os problemas da educação, caracterizando-se como facilitadora do processo de ensino-aprendizagem. No entanto, a educação a distância é vista com desconfiança no sentido de democratizar a educação e formar cidadãos aptos a resolver os problemas cada vez mais complexos. Isso ocorre pelo caráter instrumental que predomina nestes cursos, muitas vezes voltados a formar pessoas a partir da autoinstrução, tendo em vista a capacitação voltada para a inserção no mercado de trabalho. Esta pesquisa teve por objetivo principal identificar quais estratégias moviam os estudantes do 5º ano da graduação do curso de Medicina para atingir os objetivos da aprendizagem no ambiente virtual. Este estudo é definido como pesquisa qualitativa, identificada como estudo de caso, orientado por uma perspectiva crítica. A fundamentação teórica é ancorada na Teoria Pragmática do Conhecimento, no sócio construtivismo de Vygotsky e no seu conceito de Zona de Desenvolvimento Proximal (ZDP). O cenário de investigação está inserido na proposta Problem Based Learning (PBL), pensado incompatível com a autoinstrução. Assim procuramos investigar se existia possibilidade de diálogo efetivo entre a autoinstrução e metodologias ativas, buscando entender se o desenvolvimento da autonomia discente pode ser inibido pela proposta de um curso a distância no modelo auto instrucional e, sobretudo, entender como estudantes que estão inseridos no contexto de metodologia ativa como o PBL se sentem contemplados na sua construção de conhecimento a partir da autoinstrução. Os resultados mostraram que, com relação às estratégias desenvolvidas pelos estudantes, estas – apesar de serem individuais - estão sempre vinculadas à motivação do tutor. A estruturação do material didático, contextualizado na prática dos estudantes, pensado previamente pelo tutor para ser o mediador das ações no contexto do curso online, foi determinante para o desenvolvimento das estratégias, levando-nos à compreensão de que o desenvolvimento do material voltado para cursos de educação a distância deve ser pensado a partir da concepção que se tem do processo de mediação. Em cursos auto instrucionais, esta escolha se reveste de uma importância maior, uma vez que o material didático e as ferramentas de tecnologia servirão de mediador entre aprendizes e conteúdo. Quando existe contextualização e significação dos conteúdos, pode-se desconstruir exemplos, modelos e modalidades.
Online distance education has gradually become a teaching strategy that seeks to serve a differentiated public in all its specificity. The deconstruction of the barriers of space and time, and its high level of interaction sets it up as a new pedagogical approach to help solving the problem of lack of education. Distance learning can, therefore, be used as a tool to facilitate the teaching-learning process. Nonetheless, the new approach is still seen with distrust regarding its ability to make education more democratic as well as to improve the learning process allowing the students to deal with complex problems. This is due to the instrumental character that prevails in these courses often focused on a self- instructed learning process, in which the main target is preparing the students to the job market. The main objective of this research is to identify which strategies have driven fifth-year undergraduate students in the Medical course to reach the learning objectives in the virtual environment. This is a qualitative case study guided by a critical perspective. The theoretical foundation is anchored on the Pragmatic Theory of Knowledge, Vygotsky’s socio-constructivist principles, and his concept of Proximal Development Zone (PDZ). The research scenario is part of the Problem Based Learning (PBL) proposal, previously thought as incompatible with self-instruction. We investigate whether there was a possibility of an effective dialogue between self-instruction and active methodologies, like PBL, seeking to understand if the development of the students’ autonomy can be inhibited by the proposal of a distance course in the self-instructional model. Moreover, we aim to understand how students inserted in the context of PBL, feel contemplated in their construction of knowledge from self-instruction. The results show that the strategies developed by the students, although individual, are always related to the motivation of the tutor. In the context of the online course, the structuring of the didactic material contextualised in the students’ practice and designed beforehand by the tutor to be the mediator of the actions was determinant to the development of the strategies. This led us to the understanding that the development of the material directed to courses of distance learning must be thought from the conception of a mediation process. In self-instructional courses this choice is of even greater importance, since the teaching material and technological tools will serve as the mediator between apprentices and content. When there is contextualisation and signification of the content examples, models, and modalities can be deconstructed.
Online distance education has gradually become a teaching strategy that seeks to serve a differentiated public in all its specificity. The deconstruction of the barriers of space and time, and its high level of interaction sets it up as a new pedagogical approach to help solving the problem of lack of education. Distance learning can, therefore, be used as a tool to facilitate the teaching-learning process. Nonetheless, the new approach is still seen with distrust regarding its ability to make education more democratic as well as to improve the learning process allowing the students to deal with complex problems. This is due to the instrumental character that prevails in these courses often focused on a self- instructed learning process, in which the main target is preparing the students to the job market. The main objective of this research is to identify which strategies have driven fifth-year undergraduate students in the Medical course to reach the learning objectives in the virtual environment. This is a qualitative case study guided by a critical perspective. The theoretical foundation is anchored on the Pragmatic Theory of Knowledge, Vygotsky’s socio-constructivist principles, and his concept of Proximal Development Zone (PDZ). The research scenario is part of the Problem Based Learning (PBL) proposal, previously thought as incompatible with self-instruction. We investigate whether there was a possibility of an effective dialogue between self-instruction and active methodologies, like PBL, seeking to understand if the development of the students’ autonomy can be inhibited by the proposal of a distance course in the self-instructional model. Moreover, we aim to understand how students inserted in the context of PBL, feel contemplated in their construction of knowledge from self-instruction. The results show that the strategies developed by the students, although individual, are always related to the motivation of the tutor. In the context of the online course, the structuring of the didactic material contextualised in the students’ practice and designed beforehand by the tutor to be the mediator of the actions was determinant to the development of the strategies. This led us to the understanding that the development of the material directed to courses of distance learning must be thought from the conception of a mediation process. In self-instructional courses this choice is of even greater importance, since the teaching material and technological tools will serve as the mediator between apprentices and content. When there is contextualisation and signification of the content examples, models, and modalities can be deconstructed.
Description
Keywords
Educação a Distância Ambiente Virtual de Aprendizagem Metodologias Ensino-aprendizagem - Alunos do Superior - Medicina Aprendizagem baseada em Probemas - Alunos do Superior - Medicina