Resumo

MALLMANN, Elena Maria; JACQUES, Juliana Sales  e  SCHNEIDER, Daniele da Rocha. Training of teachers in a transdisciplinary perspective: dialogic problem-posing interaction mediated by educational technologies. Rev. Diálogo Educ. [online]. 2015, vol.15, n.45, pp.537-556. ISSN 1981-416X.  https://doi.org/10.7213/dialogo.educ.15.045.DS08.

The integration of network technologies can enhance dialogic problem-posing interaction between the subjects that, once establishing social networks (networks of actors) in the perspective of collaboration, transcend themselves into authors and co-authors of their own learning experience. Therefore, our thematic concern in this study was focused on the enhancement of the collaborative teaching practices in the initial training of teachers, aiming to overcome the fragmentation of knowledge. An action-research was carried out, based on this transdisciplinary perspective, in order to precisely enable a collaborative production in the initial training of teachers, which would be guided by the articulation between the knowledges acquired from different areas, through Open Educational Resources (OER). The development of OER allows a didactic planning based on a transdisciplinary standpoint, since it engages different worldviews and a plurality of pedagogical conceptions. In line with this, the results of this action-research indicate that the sharing of knowledge in network breaks the teaching's linearity and fragmentation in the initial training of teachers. This statement allows us to conclude that the open principle of the OER enhances the networked co-authorship, enriching the didactic productions through the integration of multiple connected knowledges.

Palavras-chave : Training of Teachers; Open Educational Resources; Transdisciplinarity; Educational Technologies; Dialogic Education.

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