Docência online na graduação da UERJ/FEBF: Contribuições dos ambientes virtuais de aprendizagem

Abstract

The scenario marked by cultural changes has been going through important transformations also in the field of education. Thus, new epistemological paradigms point to the emergence in the development of an education where there is no place for decontextualized information and that do not add value to the construction of knowledge. Bent on such reflections in the face of these formative ambiences, we reflect the importance of developing an online education - EOL in teacher education, a fact that led us to the main question of this study which is to research how the creation of spaces for the production of knowledge and authorship. Digital content in the VLE - Virtual Learning Environment can contribute to the teacher education of Pedagogy students at UERJ | FEBF - Baixada Fluminense School of Education. The research, inspired by the complexity paradigm (MORIN, 1996), has its epistemological base anchored in three pillars: in the approaches of research with daily life (ALVES, 2008, 2012; CERTEAU, 2012), in the principles of multireferentiality (ARDOINO, 1998). ; MACEDO, 2010), and research-training in the context of cyberculture (SANTOS, 2014). It counts with the participation of 10 regular students of the FEBF Pedagogy course - year 2018, collaborating with the creation of an online learning environment that enables the teachers and the students a personalized, operative, collaborative and network communication. To this end, we created curriculum acts triggering the observation and interviews, in person and / or semi-presentially, as well as the devices, materials and intellectuals, diverse research, articulating and contextualizing the data in LATIC - Virtual Learning Environment of UERJ that runs on the Moodle platform as well as the WhatsApp application and Prezi software. With this feat, we intend to enable the construction of narratives, interactively and collaboratively, aiming at protagonist actions, as well as authorial productions. The discussions and productions that emerged in the fields, both presential and virtual, proved to be elements of training not only for students, but also for this researcher.