O ensino virtual: contribuições para a formação docente em contextos de EAD

Abstract

Having the teacher an important role in the conduct of the educational processes, it is visualized the distance education as a mechanism capable of offering subsidies in order to improve its pedagogical practice. This study aims to analyze the contributions of EAD to the teacher's continuing education, as well as the reflexes of professional improvement in teaching in the classroom. In it, the benefits of this teaching modality are compared with the others, followed by an investigation of the factors that impede the continuity in the teacher training process and the identification of the items that deal with the normatization of teaching in EaD in public policies. In order to obtain the data that guided and supported the present study, the bibliographical and field research associated to a qualitative and inductive approach was adopted. The data collection was done with the application of teacher questionnaires and the students entering the Bachelor's degree in System (CEAD /UFPI) and Specialization in Management and Environmental Education (NEAD / UESPI), in the EAD mode, in the municipality of Barras-PI. We used as support the theorists whose study focuses on this environment, such as Troiano (2009), Machado (2010) and Lévy (1999). With this study it was possible to perceive that distance learning can favor teacher training through its resources and with its mechanisms one can achieve more constructive pedagogical practices.