O professor e suas representações sobre cursos de formação em contexto digital: um estudo de caso em Belém do Pará

Abstract

This study aims to investigate the representations that a group of teachers attending a training course in mother tongue language, in a distance education format and in a digital context, have on this modality. Given that representations reveal about teacher s training courses, on participation in a course, before, during and after completing the course and about the learning process in this modality. As a theoretical basis that underlies this work, are present the representations theory, from Moscovici (2010), Farr (2010), Jovchelovitch (2011), Minayo (2011), among others. The concepts of the historical issues of distance education and government policies targeting this educational modality, in addition to the teacher s training, starting from training in general and directing for a formation in/for the digital context, highlighting some social factors that justify this practice with reasoning in Pepper (2010), Coll and Monereo (2010), Libâneo (2010), Perrenoud (2007), and others. This research falls within the methodological framework of the case study, based on Yin (2006), Stake (1995, 2000). The survey was developed from the installation and implementation of a course in distance mode, aimed at teacher s training. The Participants were five Portuguese state teachers in the state of Pará. The data was collected through three survey questionnaires, which occurred at the beginning, middle and end of the course. The results obtained from observation of teachers' representations indicate an approval for acceptability, and for the modality recognition as a concrete possibility of formation. The knowledge provided by this research may serve as an aid in the search for alternatives to teachers training