DESAFIOS E POSSIBILIDADES DA DOCÊNCIA NA EAD EM ARRAIAS E GURUPI DA UFT/UAB, 2006-2016

Abstract

The research brings narratives and reflections about the challenges and the possibilities of teaching and learning, considering the performance of teachers in distance courses of the UFT, in the ambit of UAB, in Arraias and Gurupi, in the State of Tocantins, between 2006 and 2016 The main objective is to understand the knowledge and habitus derived from the experiences of teachers in undergraduate courses in Biology, Chemistry, Physics and Mathematics at UFT/UAB. The specific objectives are to know the motivations that led them to the performance of teachers at a distance, to identify the teacher training with their experiences in the career and to reveal knowledge and habitus in the idea of knowing how to do and know how to be in the educational practice. In order to do so, theoretical studies, training studies and teacher knowledge were used, with emphasis on the knowledge and habitus constructed and mobilized in the teaching of Higher Education at a distance. The methodology is based on the predominantly qualitative approach, added to the contribution of oral history presuppositions. The data collection shows the set of documentary sources and interviews of 22 teachers working in the online education modality, initially offered to Basic Education teachers, of the public network, most of them without a higher education. The study shows that teachers, when taking a retrospective of their personal and professional life trajectories, point out different motivating elements for the educational activity, such as: the influence of family and friends, the opportunity of extra income and new experiences, The social value of the democratization of higher education offered at a distance and the identification with the activity. The experience with face-to-face teaching provides the relation of knowledge in EaD. However, continuous training is important, with the need for mastery of ICTs, planning and time management, the ability to work as a team and in interaction with students in AVA, shaping knowledge exchange in polyteaching. This reveals that the educational practice is able to mobilize knowledge in the performance of the teaching role. The habitus of teachers interacting with each other and with the students is manifested. Thus, the challenges are always discussed between “polidocência”, promoting possibilities of knowledge, to the use of ICTs with the enhancement of educational interfaces access to Higher Education at a distance.