Pós-Graduação mídias na educação e os aspectos pedagógicos no desenvolvimento do ciclo avançado: um estudo em polos de Rondônia

Abstract

Traditionally, educational processes were basically characterised by face-to-face teaching, but there were also some non-presential courses. With the new technologies and digital media emergence, non-face-to-face courses expanded and became the basis for what is now known as Distance Education (DE). In this non-presential training perspective is included the ‘Media in Education’ graduate programme, the subject of this research, which was developed between March and September 2024. From the object, we sought to problematize the study based on the following guiding question: what do the pedagogical aspects that affect the difficulties identified in the development of the postgraduate course “Media in Education”, in its second offer of the Advanced Cycle (2010-2012), within the scope of the Federal University of Rondônia consist of? The general objective was to analyze the pedagogical aspects that affect the difficulties identified in the development of the postgraduate course “Media in Education”, in its second offer of the Advanced Cycle (2010-2012), within the scope of the Federal University of Rondônia. This is a documentary study with a qualitative approach. For data collection, there were used reports from the five presential support centres located in the state of Rondônia. To analyse the data, there were used Content Analysis (Bardin, 2011) procedures. The theoretical framework is based on multiple reflections about distance education training, covering various characteristic elements that define DE, as well as historical and legal points in this modality context. The theoretical discussion also includes issues relating to teacher training from the perspective of media education, as well as pedagogical aspects concerning the ‘Media in Education’ course. The corpus of analysis was obtained by identifying and grouping pedagogical aspects linked to the difficulties mentioned in the reports. This made it possible to formulate 11 categories, the first nine of which were linked to recurring issues and the last two to specific issues. The results of the analyses pointed to relevant pedagogical aspects, namely: difficulties in interaction between course participants and the virtual environment and between teacher-trainers and course participants; situations of overload, which combine professional, training and personal factors in the course participants' lives; the difficulty for some course participants to remain participative and the need for the motivational factor to tackle demotivation, as a pedagogical concern; elements linked to the proposal to write and practice a pedagogical project focused on media education, recognising the need for teacher records so that the data resulting from the pedagogical action can be used for scientific production; the need for face-to-face meetings and dealing with drop-outs; characteristics of content intended for the virtual learning environment; aspects involving digital teaching necessary skills and knowledge for the training and practice of primary school teachers; elements on distance learning course management. In conclusion, the indicators shown in this research can help to support new documentary studies about distance learning programmes, as well as the planning of new distance learning courses aimed at in-service teacher training, articulated to build the needed knowledge to integrate different media into the public schools daily life.