A construção do professor midiático: o docente comunicador na educação a distância por videoconferência
Resumo
Este artigo discute algumas das mudanças que o uso da videoconferência, como meio principal para a educação a distância, traz para o trabalho do professor. Defende a hipótese de que ocorre uma “midiatização” da sala de aula, pois o meio técnico deixa de ser apenas um recurso adicional e passa a ser o próprio ambiente/interface no qual este tipo de aula pode existir, ampliando as exigências de atuação do professor comunicador como produtor/usuário/mediador. A partir do levantamento das percepções e estratégias dos professores do mestrado presencial-virtual do Programa de Pós-Graduação em Engenharia de Produção da Universidade Federal de Santa Catarina, conclui que a educação a distância por videoconferência leva à necessidade de formação do “professor midiático”, aquele que trabalha dentro do ambiente virtual, dominando a linguagem audiovisual não apenas como ferramenta, mas como essência do seu modo de ensinar.
Palavras-chave: formação docente, educação a distância, videoconferência.
A professor’s construction in distance education: a professorcommunicator in video teleconferencing
AbstractThis paper discusses some of the changes in professors’ work brought about by the use of video teleconferencing as the main resource in distance education. It defends that mediatization occurs in the classroom because the technical tool becomes the environment/interface itself, rather than just an additional resource. Thus, requirements regarding the professor-communicator as a producer/user/mediator may broaden. Based on the collection of perceptions and strategies exposed by professors in the on-site/virtual Master’s Program in Production Engineering at Universidade Federal de Santa Catarina, I have concluded that distance education through video teleconferencing requires that professors become “mediatic”, i.e., a professor who works in the virtual environment and has a good command of audio lingual languages, as if they were the essence of his/her way of teaching, rather than just a tool.
Key words: Teacher Education; Distance Education; Video Teleconferencing.
Palavras-chave: formação docente, educação a distância, videoconferência.
A professor’s construction in distance education: a professorcommunicator in video teleconferencing
AbstractThis paper discusses some of the changes in professors’ work brought about by the use of video teleconferencing as the main resource in distance education. It defends that mediatization occurs in the classroom because the technical tool becomes the environment/interface itself, rather than just an additional resource. Thus, requirements regarding the professor-communicator as a producer/user/mediator may broaden. Based on the collection of perceptions and strategies exposed by professors in the on-site/virtual Master’s Program in Production Engineering at Universidade Federal de Santa Catarina, I have concluded that distance education through video teleconferencing requires that professors become “mediatic”, i.e., a professor who works in the virtual environment and has a good command of audio lingual languages, as if they were the essence of his/her way of teaching, rather than just a tool.
Key words: Teacher Education; Distance Education; Video Teleconferencing.