Maria Amália Almeida CUNHA

FORMAÇÃO E PRÁTICA PEDAGÓGICA DOS PROFESSORES NA EDUCAÇÃO A DISTÂNCIA

Introduction

FormaÇÃo e prÁtica pedagÓgica dos professores na educaÇÃo a distÂncia. Explore a formação e prática pedagógica de professores e facilitadores na Educação a Distância (EaD) do Ensino Superior. Analise o trabalho pedagógico e a expansão da EaD.

Abstract

Esta resenha foi instigada pela avaliação do artigo intitulado “A formação continuada pedagógica na docência do Ensino Superior: Reflexões sobre o lugar dos facilitadores na Educação à Distância”, que toma como objeto heurístico um tema interessante e ainda pouco explorado na literatura: o trabalho pedagógico dos facilitadores no contexto da oferta da EaD em uma instituição pública. O cenário mais amplo em que se insere o problema é aquele da expansão da oferta da educação na modalidade EaD ocorrida a partir das últimas décadas.

Review

This submission presents itself as a critical review, or 'resenha,' titled "FORMAÇÃO E PRÁTICA PEDAGÓGICA DOS PROFESSORES NA EDUCAÇÃO A DISTÂNCIA," which broadly addresses the essential themes of teacher training and pedagogical practices within distance education. As articulated in its abstract, this particular review was motivated by an evaluation of an article focusing on "A formação continuada pedagógica na docência do Ensino Superior: Reflexões sobre o lugar dos facilitadores na Educação à Distância." Thus, the core of this text is to critically engage with research concerning the specific pedagogical work of facilitators within the context of distance learning offerings in public institutions. The abstract effectively highlights the significance of the *original* article's subject matter, noting it as "interesting and still little explored na literatura." This identification of a research gap, particularly concerning the nuanced role of facilitators in higher education's distance learning, underscores the relevance of this review. By drawing attention to such a specific yet crucial area, the submitted 'resenha' itself contributes to the academic discourse by amplifying an important voice within the broader context of distance education's significant expansion over recent decades, a trend that demands continuous pedagogical reflection and adaptation. In conclusion, this review article serves a valuable function by spotlighting an area of distance education pedagogy that warrants further attention. Its approach of analyzing and critiquing existing research provides a meta-perspective, potentially guiding future studies towards the intricate responsibilities and training needs of facilitators. By framing its discussion around the continued growth of EaD, the review demonstrates a timely awareness of contemporary educational challenges, making it a relevant contribution for scholars and practitioners keen on understanding and enhancing pedagogical effectiveness in virtual learning environments.

Full Text

Comments

You need to be logged in to post a comment.