The Dramatics of Distance Learning Education: an ergological approach to the work activity of teachers in a virtual learning environment – VLE
Activity; Teaching; Distance learning; Ergology; Work
This paper aims to describe and analyze the dramatic “uses of self” in distance learning teachers while performing their work. We will study how the content is handled through a virtual learning environment, place where the connection among teachers and students happens. We want to understand, through an ergologic perspective, how teaching activities in high education happen on these virtual learning environments based on small daily decisions (Schwartz, 2018). This research takes place during the changing scenario happening right now on the world, new Information and Communication Technologies (ICT) are invading the work environment and the Platformization of labor happening on a global logic of “Surveillance Capitalism” (Zuboff, 2021). These ICTs have great impact on teaching work activities. The choice of the ergological approach means to give the teacher and its experience the main role in order to expand the field of what can be considered in institutional decision-making. It is intended to undertake this research with a qualitative approach, using the strategy of semi-structured, individual in-depth interviews and subsequent establishment of a conversation group. Finally, the usage of Content Analysis as a technique to systematizing and analyzing the reports obtained in these interviews and conversation aiming to describe the object investigated in scientific rigor.