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Previous issue date: 2014-12-01 / This study presents a research with descriptive exploratory approach, which analysis was qualitative, from a study that approached the pedagogic mediation in virtual learning environments. The analysis and thoughts came from the various authors works that approach the theme, focusing in to discuss the relevant aspects of pedagogic mediation, associate to technologies on the didactics processes mediation in learning virtual environments. We used as searching instruments an online questionnaire, applied to 17 teachers of public schools which work with preschool and elementary school of different regions of Brazil and outside. Those teachers were located in two lists from different extension activities and continuous formation that happened before than this dissertation. The study object questioning was about: Which online pedagogic mediation strategies contribute more for the teaching and learning virtual processes? The guiding questions stablished to the investigation were the following: Which are the online pedagogic practices that benefit more the online pedagogic mediation on the searching subjects? Which are the indicators to the qualification of practice of online pedagogic mediation from what was found on the research? As results of this search we can point that the strategies of online pedagogic mediations that more contribute to the virtual teaching and learning processes are the mediation which incentive the sharing of knowledge, the mediations that include interactivity, the mediations that include collaborative activities, the ones that offered feedbacks in short period of time, the ones that include conditions for execution of required activities, also the ones that give the belong feeling, what means, those that are possible for the group share/develop critical/constructive thoughts about their own knowledge, (re)balancing, that is to say, different views to the same problem, offering new constructions and (re)constructions. Those results represent a current scenario of new contexts of learning that deserve to be evaluated and described in support of continuous improvement of the practices and teachers formation in the distance mode. / Este trabalho apresenta uma pesquisa com abordagem descritivo-explorat?ria cuja an?lise foi qualitativa, a partir de um estudo de caso, que abordou a media??o pedag?gica em ambientes virtuais de aprendizagem. As an?lises e as reflex?es partiram das obras de diversos autores que abordam a tem?tica, buscando discutir aspectos relevantes da media??o pedag?gica, associada ?s tecnologias nos procedimentos did?ticos em ambientes virtuais de aprendizagem. Utilizamos como instrumento de pesquisa um question?rio on-line, aplicado a 17 professores de escolas p?blicas que atuam com educa??o infantil e ensino fundamental de diversas regi?es do Brasil e exterior. Tais professores foram localizados em duas listas oriundas de diferentes atividades de extens?o e de forma??o continuada de professores realizadas antes desta disserta??o. A problematiza??o do objeto de estudo recai sobre: Que estrat?gias de media??o pedag?gica on-line mais contribuem com os processos de ensino e de aprendizagem virtuais? As quest?es norteadoras estabelecidas para a investiga??o foram as seguintes: Quais s?o as pr?ticas pedag?gicas on-line que mais favorecem a media??o pedag?gica no entendimento dos sujeitos pesquisados? Quais seriam os indicadores para a qualifica??o das pr?ticas de media??o pedag?gica on-line a partir dos achados da pesquisa? Como resultados desta pesquisa pode-se apontar que as estrat?gias de media??o pedag?gica on-line que mais contribuem com os processos de ensino e aprendizagem virtuais s?o as media??es que incentivem a partilha de saberes, as media??es que contemplem interatividade, as media??es que contemplem atividades colaborativas, as que ofere?am feedback em curto espa?o de tempo, as media??es que comtemplem condi??es para executar as atividades exigidas, bem como as que propiciem sentimento de perten?a, ou seja, aquelas que possibilitam ao grupo partilhar/desenvolver pensamentos cr?ticos/construtivos sobre o pr?prio saber, (re)equilibrando-se, ou seja, diferentes olhares para um mesmo problema, oportunizando novas constru??es e (re)constru??es. Esses resultados representam um cen?rio atual de novos contextos de aprendizagem que merecem ser avaliados e descritos em prol da melhoria cont?nua das pr?ticas educativas e forma??o de professores na modalidade a dist?ncia.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3820 |
| Date | 01 December 2014 |
| Creators | Rigo, Rosa Maria |
| Contributors | Vit?ria, Maria In?s C?rte |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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