Percepções de professores e alunos sobre a escrita colaborativa em curso técnico EAD

Abstract

This work aims to understand the perceptions of teachers and students about the practices of collaborative writing that are worked on the technical courses of EAD modality and how they can interfere in the processes of obtaining the knowledge of the students of the Technical Course of Work Safety of the Federal Institute of the South of Minas Gerais, campus Machado, modality of distance education (EAD). The practices of collaborative writing in a network are investigated, although in an incipient way, in the scientific researches discussing the educational theories in a horizontal way between students and teachers. With the advent of digital technologies as support in this model of education, the cultural and social emancipation presented from this more interactive, dynamic, autonomous and inclusive model in the EAD, with all its contributions to the educational process, are still little investigated. And in distance education, digital information and communication technologies (TDICs) establish the role of mediation instruments in the teaching and learning processes, in which there is a strong, rich and propitious field for this investigation and deepening. This work is a unique case study, with observation technique, recording in field diary, use of interviews with the application of semi-structured questionnaire and analysis of Bardin content. The material was prepared and organized to represent all phases of the method including gathering all material and presenting it in a cohesive and clear manner regarding the information that was collected. Important information about the subject was made possible, which enabled the categorization of contents related to distance education (EAD) and the practices of collaborative writing in network, showing that the greater the contact and the access of the students to the TDICs, the learning becomes makes it more democratic bypassing economic, space and time barriers. The collaborative writing of networked texts in virtual learning environments (AVAs), have been shown to be effective in the autonomous construction of knowledge, although still little practiced by teachers in the EAD modality, as observed in the results of this research. The instrumentalisations of these new technologies in educational processes are increasingly present, which proves that pedagogical and educational practices can no longer be observed in this globalized world, without paying special attention to the importance of complementing teaching practices with the use of digital technologies, following the evolution of our time.