Docência universitária online: dimensões didáticas da prática pedagógica

Abstract

The present study aimed to understand the structure of teaching practice online university in relation to teaching principles called the inferred Focusing on Cultural History. The research has as context the courses by Distance Education in the UAB in seventeen bound by the edicts IFES I and II. Participants were teachers working or who worked in these courses. In order to Haveaqualitative approach to the problem two research instruments were used: a relevant form, answered by 37 teachers and semi-structured interview performed with seven teachers from five of the seventeen IFES focused. The study developed from problematizing three questions: (a) Teaching principles can be inferred from the conceptions of the Cultural Historical Approach? (B) What the degree of importance to academics, working in online courses, attach to these teaching principles? (C) How to configure your teaching online university and its relationship with the teaching principles?Based on the synthesisthe propositions of national authors Rangel (2005), Castanho (2006), Veiga (2006) and Martins (2006) and international authors Klingberg (1978), Danilov (1984), Baranov, Bolotina and Slastioni (1989), Reyes and Pairol (2001) and Nunez (2009) it was constructed a framework with ten principles for teaching school grounds named Dimensions for Teaching. The data were constructed from two lines of analysis: a) Dimensions for Teaching b) Configuration of teaching online. Regarding the axis of Teaching dimensions could be observed from the results of the form, the ten built dimensions of relevance in the practice of teachers. However, not all the elements of a certain size are also relevant. Regarding the axis configuration of online teaching can be realized that it is a practice in Construction process of a new meaning without ruptures in that dialogue the experience of presence and experience in distance learning courses.