Banca de DEFESA: RENATA GADONI PORTO FONSECA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RENATA GADONI PORTO FONSECA
DATE: 27/07/2022
TIME: 14:00
LOCAL: Video conferência - https://meet.jit.si/avacefetmg
TITLE:

The place of autonomy in the learning process in distance education: analysis of a pedagogy course

KEY WORDS:

Distance Education, Pedagogy, Autonomy, Active Learning.

PAGES: 123
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Ensino Profissionalizante
SUMMARY:

The distance education undergraduate courses in pedagogy focus on teaching principles and methods, with the aim of preparing people capable of understanding and acting as an instrument of social transformation, promoting quality education, bringing new requirements with regard to the student's role in this modality, given the impact of technologies and new educational paradigms. The literature presents several difficulties related to Distance Education (DE), among which difficulties related to students' autonomy in the use of technological resources, which are necessary for the study and monitoring of classes, significantly reflecting on student learning. an analysis of interactions and data collection of the conceptions of the development of autonomy brought by the students in a virtual teaching and learning environment are necessary, as well as the role of the mediator in the development of autonomy and active learning of the participants in the teaching-learning process. Thus, the theme of this Dissertation stems from the place of autonomy in the teaching and learning process in distance education. In this context, this research aimed to investigate whether students who are taking an undergraduate course in Pedagogy at a public university in Minas Gerais in the distance modality have skills that identify them as autonomous. To this end, a survey was carried out with a qualitative approach and, according to the objective outlined, the type of research was descriptive. As for the technical procedure, a case study was carried out at the Universidade do Estado de Minas Gerais (UEMG). The research was carried out in six stages: in the first stage, there was a survey of the students' skills for which distance education was designed from the concept of Belloni (2008). In the second stage, the skills of the students of the investigated course were identified with regard to studying at a distance and comparison of these skills with those raised in the first stage of this research, through the application of an online questionnaire, where information was collected to verify how the construction of student knowledge happens in the interactions between the environments that surround them and the relationships they establish between the different subjects of the educational process, in the case of distance education, the relationships between student-teacher, student-student and their access and mastery with the digital tools in the teaching platform defined by Belloni (2008). In the third stage, it verified the internal and external conditions that can help the student to acquire autonomy. In the fourth stage, the relationships between the facts were verified: active learning and the improvement of autonomy, and individualized learning and the improvement of autonomy. In the fifth stage, it sought to identify whether in the VLE used at the university, the locus of this research, pedagogical practices favored active learning and individualized learning. For this, permission was requested from the General Coordinator of the course to carry out a non-participatory online observation of the dynamics of student interaction and posts made in the virtual learning environment Moodle. In the sixth and final stage, it sought to analyze the practices identified in the fifth stage to indicate whether these practices have helped students to acquire autonomy in their studies. The research allowed, therefore, to identify and analyze the theoretical and practical aspects of the place of autonomy in the teaching and learning process in distance education. The results found allowed us to conclude that although the students have skills that identify them as autonomous, there is still a lot to be done in relation to pedagogical practices to ensure the development of the skills of undergraduate students in distance pedagogy at UEMG, but it is verified the need for teacher training to develop assertive methodologies regarding the distance course and the use of digital resources.

BANKING MEMBERS:
Interna - MARCIA GORETT RIBEIRO GROSSI
Externo ao Programa - VICENTE AGUIMAR PARREIRAS
Externo à Instituição - JOSÉ MANUEL MORAN COSTAS - USP