ONLINE EDUCATION: SOME DIFFERENCES BETWEEN THE PEDAGOGICAL DISCOURSES AND THE ACTUAL PERCEPTION OF STUDENTS

Autores

  • Renata Luiza Costa Instituto Federal de Educação, Ciência e Tecnologia de Goiás
  • Alcides Hermes Thereza Júnior Universidade Estadual de Goiás

DOI:

https://doi.org/10.14571/brajets.v8.n1.91-100

Resumo

This paper presents the results from an empirical research about the importance that the teacher represents to learning as perceived by online students and as stated in some pedagogical discourses about online education. We also present the differences between those discourses and the students´ discourses. Based on Cultural-Historical Theory (DAVYDOV, 1988; LIBâNEO, 2004; 2011) and on Social Constructionism (LENOIR, 2009; 2014), this research was conducted under dialectical approach. Forty-six online students answered and commented the questionnaire. The results shows that, although some pedagogical discourses for online education state that in that education teachers are not necessary because students should be autonomous, 73% of the students interwied states they need a teacher to learn with no gaps. Keywords: Online Education; Online Students Perception; Distance Education; Online Pedagogical-Didactic Mediation.

Biografias Autor

Renata Luiza Costa, Instituto Federal de Educação, Ciência e Tecnologia de Goiás

Doutoranda em Educação pela PUC-GO sob orientação do prof. Dr. José Carlos Libâneo. Professora de informática do IFG, campus Inhumas. Mestre em Eng. Elétrica e de Computação.

Alcides Hermes Thereza Júnior, Universidade Estadual de Goiás

Professor efetivo da UEG, campus Inhumas. Mestre em Linguística Aplicada pela UFU.

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Publicado

2015-04-21

Edição

Vol. 8 N.º 1 (2015)

Secção

Article

Licença

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