Curso de pedagogia on line: os referenciais de qualidade da EAD

Abstract

The needing for constant training is growing every day and would not be different for the professionals of education. However, many people today spend much time on working and it becomes a difficulty for this important action. Specially for educators, that don t have much time for their own education. This fact points to the Distance Education as a possible solution to this problem, however, we face some doubts about the quality of courses offered by Dis-tance Education mode. How to measure it? What tools are available in Virtual Environments Study VESs and how could they help the learning process? Do these tools really favor the learning process or they may be excluded? What is the role of the virtual teacher in this type of education mediated by computer? In order to elucidate these questions, choose the Bench-marks of Quality, a document drawn up by the MEC and SEED as a parameter for compara-tive analysis of two courses of pedagogy in distance mode, if available online, two private Universities. In this document there are several recommendations for actions and tutorial practices which are based on dialogue mediated by the virtual teacher, guiding the work and actions for training and consolidation of Collaborative Network Learning. This study aimed to analyze these courses from the perspective of pedagogical models adopted by the institutions concerned, their Virtual Learning Environments - VLEs, their tools of information technology and communication, and especially the conduction of the virtual classroom. In this sense, there were several interviews with students, teachers, tutors and coordinators of the courses concerned, passive observation of the virtual classes, verification of PPT - Political Project Teaching, the curriculum in order to collect material for analysis in light of the Benchmarks of Quality. One of the hypotheses of this research was that the virtual teacher, despite the au-tonomy of the student online, played an important role in the conduct of the virtual classroom. This has been confirmed by data from Census 2009 EAD, which demonstrated that mediation and monitoring dispensed to virtual classrooms are an important gap, since the presence of this professional decreases significantly evasion, thus maintaining the permanence of students in courses. However, the survey results pointed to the need for deep studies about what would be the most appropriate pedagogical models based on the DL-Distance Learning which Peda-gogical Theories: Heutagogia, Andragogy, Socio-Interactionism, Distance Transation or would require the development of new theories that give accounts of virtuality? Furthermore, we were led to believe that the Quality Benchmarks deserve a critical analysis, since we believe that these are not sufficient to qualify a course .