Este artigo aborda a formação de professores no contexto da educação a distância, segundo a perspectiva reflexiva. Considerando o crescimento dos cursos de formação docente nessa modalidade de ensino e a importância de discussões que ocorrem em torno da reflexão na formação do professor, acreditamos ser relevante debater essas questões. Este estudo tem como objetivo analisar as concepções de uma formação reflexiva, quais as suas vantagens e como colocá-la em prática. Além disso, objetiva?se apresentar a formação docente na educação a distância e as possibilidades de uma formação reflexiva nessa modalidade de ensino. O estudo foi feito mediante pesquisa bibliográfica, a qual fornece condições para um debate de teorias que fundamentam a formação docente pautada na reflexão e as possíveis contribuições para a construção de novos conhecimentos. Para entendermos como essa abordagem pode ser realizada na educação a distância, destacaremos o estar junto virtual? criado por Valente.Palavras?chave: Educação a distância; Formação docente; Práxis; Estar junto virtual. ?Training for Teachers in the Distance Education and the Reflective PracticeAbstract This article discusses the training for teachers in the context of distance education, within the reflexive perspective. Considering the growth of training for teachers courses in this modality of education and the importance of the discussions that occur around the reflection in training for teachers, we believe that discuss these issues is relevant. This study aims to analyze the conceptions of a reflexive training, its advantages and how to put it into practice. In addition, it presents the training for teachers in distance education and the possibilities of a reflective training in this modality of education. The study was done by bibliographic research, which provides conditions for a debate of theories that underlie the training for teachers guided in the reflection and the possible contributions to the construction of new knowledge. In order to understand how this approach can be carried out in the distance education, we highlight the Virtual Togetherness" created by Valente.Keywords: Distance education; Training for teachers; Praxis; Virtual togetherness.togetherness.
One of the problems faced by visual impairment web users is the lack of assistive technologies to read mathematical content correctly. Aiming to find possibilities to produce such resources, the research work that originated this article was devoted to compiling a corpus produced by teachers when reading the mathematical formulas for students with visual impairment. Transcripts of the audios were done in order to obtain reading standards and raise questions that may affect the restoration of the structure of the mathematical formula. Based on the teachers' reading certain elements present in the speech were examined and distinct positions were identified in the oral manifestation of the symbols, pauses and alterations in the tone of voice, as well as in the connective particles (prepositions, articles, conjunctions) and verbs. By means of a systematized mathematical formulas corpus, it is possible to reflect on the variation, standardization, divergence and meaning, which can help in the demarcation of linguistic phenomena found in the recordings transcriptions and with this provide a basis for future research in the area.
This paper aims to problematize the use of a blog as a tool for the teaching Portuguese. Blog, a web page that is supposed to be updated very frequently through the placement of messages or "posts" consisting of images and / or texts, was created as a popular option for online texts publication, considering the fact that it does not require advanced knowledge in computer science. The study to be presented here is a descriptive research with a qualitative approach. The analysis was based on Miller and Sheppard ( 2004) excerpts from the concepts of
Partimos do pressuposto que a formação de professores deve ocorrer de maneira contínua, a fim de considerar as demandas socio educacionais vigentes. Pensando nessa perspectiva, o objetivo deste artigo é discutir sobre as etapas permeadas ao trabalhar com a ferramenta formativa conhecida como minicurso e produção didático pedagógica a partir dessa experiência na formação do professor em exercício. A abordagem qualitativa da pesquisa privilegia uma discussão sobre a aplicação do minicurso acerca do uso do artefato tecnológico digital webquest a professores de uma escola cooperativa do interior de Minas Gerais e como esse momento formativo influenciou as escolhas e práticas dos professores colaboradores dessa investigação. Como metodologia de geração de dados foram utilizados questionários semiestruturados que viabilizaram uma análise direta da experiência pedagógica vivenciada no momento da aplicação do minicurso. Os resultados indicam o minicurso como influenciador de uma nova prática pedagógica e como contribuidor da formação continuada dos professores de línguas participantes.
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