Abstract
Nossa pesquisa se desenvolveu em uma das turmas do curso online, fruto de uma parceria entre a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), a Universidade Aberta de Portugal (UAb) e a Universidade Estadual Paulista (UNESP), para a formação de 1500 cursistas. Este estudo apresenta a experiência de uma das autoras no curso de formação de mediadores pedagógicos digitais para educação a distância, enfatizando a importância da interação e do trabalho colaborativo na construção do conhecimento. O conceito de aprendizagem expansiva de Engeström (1994) e a abordagem Construcionista, Contextualizada e Significativa (CCS) de SCHLÜNZEN (2015) compõem a base deste estudo. Foi adotada uma abordagem metodológica do tipo qualitativa, por meio da análise de conteúdo de Bardin (2009), a partir da qual são realizadas observações sobre a natureza da interação em atividades propostas no ambiente virtual de aprendizagem (AVA) e em um grupo utilizando o aplicativo WhatsApp. Podemos afirmar que os processos de comunicação foram fundamentais para formar o professor mediador, condição essencial para que seja promovida a interação e o trabalho colaborativo. Palavras-chave: Colaboração. Interação. Formação de mediadores pedagógicos. EaD.
Highlights
The pedagogical training of the professional who works in online courses demonstrates an increasing importance with regard to the various competences and skills, which go beyond those related to the use of technological resources, emphasizing the ability to work collaboratively, interaction and mediation (SILVA, 2010)
In the context of the training course for digital pedagogical mediators for distance education, offered by the partnership between the Promotion Center for Digital, School and Social Inclusion (CPIDES) of the State University of São Paulo(Unesp, Brazil) and the Open University (UAb, Portugal), it was observed that the interactions between tutors and course participants develop through interactive convergence to mediate the participants’ initiatives, in situations characterized as collaborative work within the Constructionist, Contextualized and Meaningful (CCS) approach (SCHLÜNZEN, 2015)
From the content analysis of Bardin (2009), observations were made of the nature of the interaction (SILVA, 2010) developed in the activities proposed in the ambiente virtual de aprendizagem (AVA) and in a group in the WhatsApp application
Summary
The pedagogical training of the professional who works in online courses demonstrates an increasing importance with regard to the various competences and skills, which go beyond those related to the use of technological resources, emphasizing the ability to work collaboratively, interaction and mediation (SILVA, 2010). In the context of the training course for digital pedagogical mediators for distance education, offered by the partnership between the Promotion Center for Digital, School and Social Inclusion (CPIDES) of the State University of São Paulo(Unesp, Brazil) and the Open University (UAb, Portugal) , it was observed that the interactions between tutors and course participants (spontaneous or planned) develop through interactive convergence to mediate the participants’ initiatives, in situations characterized as collaborative work within the Constructionist, Contextualized and Meaningful (CCS) approach (SCHLÜNZEN, 2015) In this approach, from the planning of the proposed activity of the discipline with CCS approach, the course participant is involved in the construction of something real, within a proper and familiar context, with a meaning for his professional performance and life experience. The importance of this analysis is to identify pedagogical actions to promote knowledge management with specific groups, stimulating collaboration and teaching how to carry it out
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