A COMUNICAÇÃO MIDIATIZADA NA EAD: UM DISCURSO PEDAGÓGICO DIFERENCIADO

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

This work aims at analyzing how pedagogical communication in Distance Learning (ODL) occurs, as well as, its main features, since this modality is characterized by Information and Communication Technology (ICTs). The research corpus consists of parts of specific Federal regulation documents and debates comprising the Brazilian Ministry of Education (MEC), Distance Learning Secretary, Brazilian Association of Distance Learning (ABED) and ODL professionals addressing the inception of the decree that regulated ODL in Brazil (from 2005 to 2009) when, considering the polyphony of existing models, the supervision and consolidation offer of this modality occurred in Brazil. The major objective of this investigation was to analyze and assess how and which features the pedagogical communication introduces the educational discourse in this modality, as educational and communicational categories, characterized by the use of ICT within the social perspective. The descriptive and documental methodology, qualitative in nature, were applied in this study, in a journey the researcher seeks to find out, as accurately as possible, the phenomenon frequency, how it relates and connects to others, its nature and main features. As a source of information and the documental research analytical categories, historical and legal aspects, versus this modality offer were used. In addition, an understanding of how the relationship between communication and education in the pedagogical discourse in the ODL higher education system, as well as its main features, is materialized. Concerning SEED/MEC and ABED, there are also implicative questions regarding the conceptions of communication, education and technology. This research was based on the analysis of meaningful and bad outcomes of this modality of education and, thus, it was possible to realize an oscillation between the actors involved in the process and the theoretical basis that supports MEC and SEED investigations for the monitoring and supervision, in order to assure the conceptual bases that will determine and/or require the provision of distance learning in Higher Education. Regarding pedagogical communication, a weakness in the discussions became apparent, since the emphasis is still quantitative rather than qualitative. The analyses considers that, due to the polyphony of the models, there are many initiatives, but the dominant discourse is still the one of democratization of the expansion, which reduces significantly the human value advancement over the use of technology, preventing progress in the building of possible and essential spaces for the Distance Learning modality.(AU)

ASSUNTO(S)

educação a distância comunicação pedagogia referenciais discurso meios tecnologia comunicacao distance learning communication pedagogy references discourse means technology

ACESSO AO ARTIGO

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