EaD na formação de professores de inglês : distanciamentos e aproximações

Abstract

Teaching and learning practices are facing a process of virtualization, which was accelerated due to the current pandemic. Because of these issues, much has been discussed about distance education (DE), which reinforces the importance of giving the correct identity to this educational modality that differs from the current educational context of emergency remote teaching. The target group for the analysis are the undergraduates of English at UFS in the distance education modality. The general objective of this research is to analyze the relationship between these students and the virtual environment of the course, and in what possible ways they might transgress the system, looking for other forms of interaction that can allow a more collaborative learning. To achieve this objective, it was necessary to discuss and expand the concepts of distance (MOORE, 1989, 1993; TORI: 2017), and its different types and levels that may arise during graduation. As well, also about the theories that approach the interaction (MORIN. 1977; MORATO, 2004, MOORE; KEARSLEY, 2008), and the interactivity (SILVA, 2001, 2014; MATTAR, 2009) in the teaching and learning process in virtual environments (BRAGA, 2013; PALLOFF, PRATT, 2007). In addition to interacting with the platform's resources, we sought to understand how the interaction with the other occurs through this (and other) resources. And how relationships, meanings and learning, especially in English language, are built by students during the periods. The methodology was based on a qualitative-interpretative approach, with an exploratory character, and the data collection is related to online questionnaires and recorded interviews. The reflections and considerations of the research were also built together with the students, who collaborated in explaining their experiences and practices.