O professor midiático no ensino presencial: uma pesquisa sobre o apoio docente para a virtualização da sala de aula
Resumo
A possibilidade legal da oferta de disciplinas semipresenciais nos cursos de graduação com a portaria 4.059/2001 do MEC vem levando muitas IES brasileiras a adotar o ensino on-line tanto para suprir problemas de espaço físico como para se constituir num diferencial competitivo. A aparente facilidade da inclusão de aulas a distância no currículo presencial traz, na verdade, um problema para os professores que podem se sentir inseguros não só por estarem trabalhando com uma tecnologia que não dominam plenamente, mas também por faltar o apoio institucional, tanto para a formação continuada para a EAD quanto para desenvolver suas atividades on-line. Este artigo narra os resultados de uma pesquisa que investigou como vem ocorrendo esse processo de virtualização nas Instituições de Ensino Superior (IES) de Santa Catarina e o tipo de apoio que está sendo dado aos docentes para que se adaptem a essa nova maneira de ensinar e aprender.
Palavras-chave: ambientes virtuais de aprendizagem, apoio docente, disciplinas semipresenciais, virtualização da sala de aula.
The mediatic teacher in presential teaching: a research on teachers’ support for the virtualization of the classroom
AbstractThe legal possibility (Law no. 4,059/2001, issued by the Ministry of Education) of offering semipresential disciplines in graduation courses has driven many higher education institutions (HEI) in Brazil into adopting online teaching not only to solve problems regarding the lack of space but also to compete in the market. In fact, the apparent ease with which online classes are included in the presential curriculum poses a problem to teachers who may feel insecure since they are working with technology they do not master thoroughly. Besides, they do not have institutional support, neither to take part in in-service programs on online teaching nor to implement their online tasks. This paper reports the results of a research that investigated the virtualization process in HEI’s in Santa Catarina, a state in the south of Brazil, and the support that has been given to professors so that they can adapt to this new way of teaching and learning.
Key words: virtual learning environment; teachers’ support; semi-presential disciplines; virtualization.
Palavras-chave: ambientes virtuais de aprendizagem, apoio docente, disciplinas semipresenciais, virtualização da sala de aula.
The mediatic teacher in presential teaching: a research on teachers’ support for the virtualization of the classroom
AbstractThe legal possibility (Law no. 4,059/2001, issued by the Ministry of Education) of offering semipresential disciplines in graduation courses has driven many higher education institutions (HEI) in Brazil into adopting online teaching not only to solve problems regarding the lack of space but also to compete in the market. In fact, the apparent ease with which online classes are included in the presential curriculum poses a problem to teachers who may feel insecure since they are working with technology they do not master thoroughly. Besides, they do not have institutional support, neither to take part in in-service programs on online teaching nor to implement their online tasks. This paper reports the results of a research that investigated the virtualization process in HEI’s in Santa Catarina, a state in the south of Brazil, and the support that has been given to professors so that they can adapt to this new way of teaching and learning.
Key words: virtual learning environment; teachers’ support; semi-presential disciplines; virtualization.