Abstract
This paper discusses the use of virtual environments in Higher Education in the presential modality. It comes from reflection on the results of qualitative research on exploratory-interpretative processes of interaction and mobilization of knowledge identified in students from a classroom course in Mathematics using resources from virtual learning environments. The theoretical framework is based on Thompson (2004), Primo (2008), Silva (2010), Scherer (2005), Charlot (2000), among others, with regard to the processes of interaction and mobilization of knowledge; in Guérios (2002) and Doll Jr. (1997) regarding the methodology of teaching in teacher education. The methodology of teaching is considered in an epistemological perspective that considers the relationship between subject and knowledge in the light of the curriculum learning. We observed that knowledge was mobilized in the interactive process and that there was conceptual learning of theoretical foundations of the Methodology of Teaching Mathematics subject. We discuss these results in view of the methodology of teaching in initial teacher training. We conclude pointing to the possibility of building a teaching methodology for higher education in the classroom mode, in which the spaces and virtual classroom environments are used as articulated environments, in the context of pedagogical practices that favor the existence of a reflexive learning movement.
Highlights
This article deals with the use of virtual learning environments in the physical learning environment in higher education
We were motivated by the results of a research on the processes of interaction and mobilization of knowledge identified and interpreted, in students of a traditional in-class course in Mathematics Teaching of a public institution of higher education with the use of virtual learning environment resources in classes of Teaching Methodology in Mathematics
The focus of this article1 is the mobilization of pedagogical knowledge in a learning perspective made possible by the interactive process, with the use of synchronous and asynchronous communication resources. We envision that such mobilization in the virtual environment may be a structural element of teaching methodology for higher education in the classroom learning modality
Summary
This article deals with the use of virtual learning environments in the physical learning environment in higher education. We were motivated by the results of a research on the processes of interaction and mobilization of knowledge identified and interpreted, in students of a traditional in-class course in Mathematics Teaching of a public institution of higher education with the use of virtual learning environment resources in classes of Teaching Methodology in Mathematics The focus of this article is the mobilization of pedagogical knowledge in a learning perspective made possible by the interactive process, with the use of synchronous and asynchronous communication resources. Santos et al (2010) researched initial teacher education with the help of methodologies and tools from online interfaces and identified an increase in possibilities for interactivity between students and teachers through the joint participation, the interference in the production of the pairs and the possibility of multiple articulatory networks that have settled among them They observed that the virtual environment enables the maintenance of posts for ongoing consultation to participants, there are pedagogical benefits. Our reflection is structured in establishing connections among resources of virtual learning environments, teaching methodology and teacher education in the traditional classroom education, for which we present below our understanding of Teaching Methodology
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