POLÍTICAS PÚBLICAS DE EDUCAÇÃO PROFISSIONAL: FLUÊNCIA TECNOLÓGICO-PEDAGÓGICA NA REDE E-TEC BRASIL UFSM

• DOI: 10.22533/at.ed.61019100724

• Palavras-chave: Mediação Pedagógica; Ensino-aprendizagem; Fluência Tecnológicopedagógica;

• Keywords: Pedagogical Mediation; Teaching-learning; Technological-pedagogical Fluency;

• Abstract:

  The thematic concern generating

  this research is centered in the challenges of pedagogical mediation, of the

  Multidisciplinary Team in the Technical Course in Fruticulture at a distance, offered by

  the Open Technical School Network of Brazil (Rede e-Tec), the Polytechnic College

  of the Federal University of Santa Maria (UFSM), in the years 2014 and 2015. It was

  investigated, didactic-methodological strategies that favor distance-based technical

  education and learning mediated by the networked educational technologies. To

  that end, the conceptions of educational research-action, according to Kemmis and

  Mctaggart (1988), have guided the implementation of cyclical stages of planning,

  implementation, evaluation and replanning of the actions that permeate the construction

  of didactic-methodological strategies of said team. In this bias, action research was

  based on Mallmann’s (2015) propositions with the three cartographic matrices: the

  Mathematical-Dialogical Mathematics (MDP), the Thematic-Organizing Matrix (MTO)

  and the Thematic-Analytical Matrix (MTA) which guided, respectively, the production

  of data, its organization and analysis. The research tools (participant observation diary

  and survey questionnaires) were guided by the sixteen MDP issues, making them

  indicators of the final results recorded in the MTA. Therefore, this action research is

  based on the public policies for Professional and Technological Education (EPT) of

  Rede e-Tec Brasil. As well as in the Freirean conceptions of Dialogic-Problematizing

  Education (EDP), Pedagogical Mediation and Technological-pedagogical Fluency. The

  results, based on the triangulation of data, point out that the challenge in pedagogical

  mediation of distance technical courses to promote distance learning teaching and

  learning is centered on the development of technological and pedagogical fluency,

  passing through the technical, practical and emancipatory levels .

• Número de páginas: 15