Teorias da aprendizagem na EAD : ideações de professores autores de material didático impresso

Abstract

Studying Education, especially Distance Education, meant discovering new paths and conceptions, as well as raising discussions about new paradigms that need to be investigated in Distance Higher Education in Brazil. Inserted in the Media, Education and Communication research line, this study approached the author teachers’ ideations of printed teaching material concerning learning theories, understanding the degree of knowledge of the individuals in relation to learning conceptions proposed by the thinkers who compose each of the learning theories presented, and how teachers promote the instrumentation of these theories during the development of printed teaching material for DE. The defended hypothesis was that these professionals are able to understand the main conceptions of learning theories. However, they present difficulties to overstep such premises as subsidies for the construction of printed teaching materials. In this regard, this research presented as general objectives the investigation, study and understanding of the epistemological bases of the Learning Theories in the development of printed teaching material for DE before the official documents proposed by the Education Ministry - MEC, aiming at registering and analyzing the ideations of the author teachers of printed teaching material for DE concerning Learning Theories. In addition, we sought to understand Distance Education from a historical perspective and to identify the methodologies and pedagogical practices adopted by this method, also study the main learning theories and understand how the main theories are present in DE; identify and discuss these theories which are based on the practices and models proposed in the development of printed teaching material for DE, before the individuals’ ideations in the research. This is an exploratory-analytical research with qualitative and quantitative approaches, which used a questionnaire with closed questions (Likert Scale, with five points) in addition to 1 open-ended question (using the Content Analysis proposed by Bardin) as survey instrument. In summary, the results confirmed the initial hypothesis of the study, revealing that although the author teachers interviewed showed their knowledge of learning theories, they have difficulties in recognizing and / or using them during the development of printed teaching contents for DE. However, they were aware of the importance of using such theories for the development of contents aiming at improving the teaching and learning process. This fact confirms the perception that the teachers studied demonstrate satisfactory knowledge about the characteristics of the learning theories. However, they cannot transpose such knowledge to the elaboration of elements that denote the strategies proposed by learning approaches, aiming to contribute to the effective teaching and learning process through printed teaching material for DE.