Memória de formação aplicada a um curso de aperfeiçoamento à distância

Abstract

The presente work is a critical and methodological reflection of the didactic and pedagogical experience undertaken in a improvement course called Education, Poverty and Social Inequlity, offered to basic education professionals and others involved in social policies. By understanding that the pedagogical placements around the student’s autonomy colide with the reality of time and life of the course participants, the article seeks to show the feasibility of a teaching proposal based on the memory of formation. The study was made possible through the critical appreciation of the proposal of autonomy in EAD, from the exposition of the steps adopted in the activities, and excerpts from the answers of some students in the courses. At the end, was emphasized that the articulation between memory of formation and the proposal of autonomous education in distance learning is viable and significant, as long as there is a connection between activities proposed in the course and personal memory.