Informática na educação: do currículo EaD para o currículo online na educação superior

Abstract

Inserted in a blended pedagogy course of Uerj in which pedagogical practices in their virtual environment still use methodologies that favor transmission of content, foundational characteristic of mass culture, discipline computing in education has built its identity seeking to break with the paradigms related to these methodologies. Guided by the methodological assumptions of online education (SANTOS, 2010), tutors, students and coordination in a decentralized manner and collaboratively discuss themes weave the curriculum of discipline, composed of acts of curriculum (MACEDO, 2011) that emerge from the traces of cultural practitioners narratives. In this context, this research sought to answer the following questions: What changes happened and is happening in educational practices for distance education practices in online education in the discipline computing in education blended undergraduate pedagogy course in Uerj? As the instructional design and teaching mediation online can contribute to more practical picture in online education? What devices can be triggered for a multifaceted research with everyday in online education? From the perspective of research training (ARDOINO), multireferential (MACEDO, SANTOS, JOSSO) on everyday lives (ALVES, OLIVEIRA), the research verify how can be established collaborative authorship, where all practitioners involved can effectively weave networking knowledge and how authoring and co-authoring can collaborate in the process of construction of the curriculum of a online course. As a result, the research presents the transition of the distance education curriculum to a online curriculum through the collaborative construction of instructional design as well as the devices used withinout the virtual learning environment and productions achievable there; and suggestions for development of possible new routes