Abstract

CARNEIRO, Reginaldo Fernando. Autonomy, interaction, dialog and collaboration: characteristics of a distance pedagogy course. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2015, vol.24, n.44, pp.147-160. ISSN 0104-7043.  https://doi.org/10.2015/jul.dez.v24n44.0011.

The teacher education in Distance Education courses has grown in the last few years and, therefore, has become an integral part of discussions within the educational sector. The objective of this article is to discuss some of the characteristics - autonomy, interaction, dialogue and collaboration - of the Distance Education course offered by the Open University of Brazil (UAB) at the Federal University of São Carlos (UFSCar), focusing on situations that occurred related to the instruction of mathematics. With this aim, we undertook a qualitative research study, developed between 2009 and 2012, whose data was derived from virtual activities and semi-structured interviews with eight teachers who had taken mathematics courses. The analysis revealed collaboration and negotiation during activities in which participants had to create collective texts. In addition, findings highlighted the quality of the dialogue and interaction within the perspective of the teachers being together, virtually, as well as with the tutor, thus becoming partners in the learning process. Finally, the situations emphasized that the teachers may have developed autonomy because, both individually and in relationship to one another, they were able to actively participate in the creation of knowledge to one another, they were able to actively participate in the creation of knowledge.

Keywords : Autonomy; Interaction; Dialogue; Collaboration; Distance Education.

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