Made available in DSpace on 2016-08-03T16:16:17Z (GMT). No. of bitstreams: 1 1-31.pdf: 2807075 bytes, checksum: 8538bc13a9b79015664e8842a8dfc7e5 (MD5) Previous issue date: 2010-04-12 / The purpose of the present study from qualitative nature is to make explicit the implication of pedagogic relation with the knowledge construction on the tutor distance with focus on the tutor teachers and EAD students connection from Metodista de São Paulo University. It is analyzed the complexities that involve educative work on learning virtual environment as well the subject relation on the pedagogic practice. It starts from the methodological presuppose and the multireferential approach, dialogical and transpersonal observed under the distance modularity perspective on the construction of theory referential. Realized at UMESP and at Maua-SP Regional division, the research was developed by an observation way, exploring queries, making profound interviews, with four tutor teachers from Distance Pedagogical Course and ten students from the same course, besides the reading and analyzing documents, considering the education legislation and actual curriculums directive. The question of this search: What is the pedagogic relation? What is the importance of pedagogic relation when the educative conception assumed is working on and to the whole education perspective? What are the possibilities, the difficulties and the limits of this proposal on the EAD pedagogic relation considering the tutor teachers and students relationship? Looking for the conflicts identification and the lived challenges and experimented on this relation, some intervenes were questioned on the teaching process and learning for modality knowledge building, showing speech characteristic and the senses and signification complete practical. This research allowed concluding that besides the distance, student is not alone, he can participate actively with the tutor knowledge construction and development, this interaction is influenced by pedagogic relation between the subject and the remaining factors that can affect the work development on the distance of education. To educate on the entire is necessary to recognize the complexity on the educative act and the plurality character, from multi-cultural and the present diversity on the Brazilian reality context, as well with the auto knowledge emergency and continuing development for the teachers.(AU) / O presente estudo de natureza qualitativa tem por objetivo explicitar as implicações da relação pedagógica com a construção do conhecimento na tutoria à distância com foco nas relações entre professores tutores e alunos da EAD da Universidade Metodista de São Paulo. Analisa a complexidade que envolve o trabalho educativo em ambiente virtual de aprendizagem e a relação estabelecida entre esses sujeitos na prática pedagógica. A partir dos pressupostos metodológicos e das abordagens multirreferencial, dialógica e transpessoal observadas sob a perspectiva da modalidade a distância na construção dos referenciais teóricos. Realizada na UMESP e no polo regional de apoio presencial Mauá-SP, a pesquisa foi desenvolvida por meio de observações, questionários exploratórios e entrevistas de aprofundamento, contou com a participação de quatro professoras tutoras do curso de Pedagogia a distância e dez alunas desse mesmo curso, além da leitura crítica de documentos, considerando a legislação educacional e diretrizes curriculares vigentes. Procurou responder aos seguintes questionamentos: O que é a relação pedagógica? Qual a importância da relação pedagógica quando a concepção educativa assumida trabalha na perspectiva de educar na/para a inteireza? Quais as possibilidades, as dificuldades e limites desta proposta de relação pedagógica na EAD considerando as relações entre professores tutores e alunos? Buscando identificar os conflitos e desafios vividos e experimentados nessa relação, foram problematizados alguns intervenientes no processo de ensino e aprendizagem para a construção do conhecimento na modalidade, desvelando características do discurso e das práticas repletas de sentido e significados. A pesquisa permitiu concluir que, apesar da distância, o aluno não está isolado, ele tem a possibilidade de participar ativamente junto a tutoria na construção de seu conhecimento e de sua formação, essa interação, no entanto, é influenciada pela relação pedagógica entre esses sujeitos e por demais fatores que podem afetar o desenvolvimento do trabalho na educação a distância. Para educar na inteireza, é necessário reconhecer a complexidade presente em todo ato educativo e o caráter da pluralidade, do multiculturalismo e da diversidade presente no contexto da realidade brasileira, bem como a emergência de autoconhecimento e formação continuada para professores na área.(AU)

De tout temps, plusieurs groupes sociaux ont tenté de subordonner la question de l’art, des artistes et de leurs œuvres à des impératifs idéologiques et des valeurs propres à leur époque, reconfigurant ainsi la place sociale de l’art et sa portée symbolique. De nos jours, certaines idéologies travailleraient à inscrire la valeur des formes sociales de l’art, mais également du savoir et de la connaissance, à l’émergence d’une économie dite créative et de ses logiques de marché. Depuis la Commission d’enquête sur l’enseignement des arts et la publication du rapport Rioux en 1968, la constitutionnalité d’un rapport esthétique au monde se développe essentiellement dans un cadre scolaire. Par l’entremise d’une quinzaine d’entrevues auprès d’enseignants en arts plastiques (AP), notre mémoire vise à investiguer sous quelles modalités se construit un rapport esthétique au monde chez les élèves des écoles secondaires du Québec. Pour ce faire, nous nous sommes particulièrement intéressés aux modalités sociales de la configuration des savoirs artistiques dans le programme des AP et à leur transmission par l’établissement de relations pédagogiques entre l’enseignant et les élèves. L’analyse de nos résultats nous a permis de constater que malgré une explicitation égalitaire de la distribution d’une connaissance de l’art envers tous les élèves, les enseignants effectuaient une différenciation implicite des capacités esthétiques des élèves, modulant en ce sens leurs interventions en classe. Deux modèles pédagogiques fondés sur cette catégorisation des élèves par les enseignants ont été relevés : un modèle basé sur la performance et un autre sur la compétence, affectant le développement d’une valeur cognitive chez les élèves et l’élargissement de leur champ des possibles. Conséquemment, il pourrait être avantageux d’instituer le cours d’AP sous une valeur formative du plaisir par la création, rejoignant ainsi une valeur poétisante de l’art, au détriment de la survalorisation de la valeur sommative des apprentissages artistiques en vue du développement de la valeur scolaire des élèves et ultimement, de leur valeur économique. / At any time, several social groups have tried to enforce the question of art, artists and their works to ideological imperatives and values specific to their time, thus reconfiguring the art’s social place and symbolic significance. Nowadays, certain ideologies work to limit the value of the social forms of the art, but also of the knowledge, to the emergence of a so-called creative economy and its logic of the market. Since the Commission of inquiry on arts education and the publication of the Rioux report in 1968, the foundation of an aesthetic relationship to the world develops essentially in school. Using fifteen interviews with visual arts teachers, our work aims to investigate the ways in which an aesthetic relationship to the world is formed among students in Quebec high schools. To do so, we were particularly interested in the social modalities of the configuration of artistic knowledge in the visual arts program and in their transmission through the pedagogical relationships between the teacher and the students. Our analysis showed that despite an egalitarian description of the distribution of the knowledge of art towards all the students, the teachers carried out an implicit differentiation of the aesthetic capacities of the students, which modulated their interventions in class. Two pedagogical models, based on this categorization of students by teachers, were identified: a performance-based model and a competency-based model. These are affecting the development of cognitive value in students and the expansion of their range of social possibilities. Therefore, it could be beneficial to institute the visual arts course under the formative value of pleasure through creation, thus reaching a poetizing value of art. This would prevent the overvaluation of the summative value of the artistic learning of the student, of the development of their academic value and ultimately, of their economic value.