2002
DOI: 10.1590/s0101-73302002000200008 View full text |Buy / Rent full text
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Abstract: RESUMO: O texto analisa a educação a distância no Brasil, buscando estabelecer os nexos teóricos e práticos entre duas dimensões essenciais da questão: as injunções políticas que determinam as práticas experimentadas nas diversas experiências realizadas e as questões econômicas que se revelam nas tecnologias utilizadas e nas formas como estas se articulam com as condições reais de implementação. A análise está baseada em dados de pesquisas empíricas realizadas em diferentes momentos da história recente do Bras… Show more

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“…Para (Vilaça, 2010, p. 96) "é necessário que os professores sejam devidamente preparados em termos pedagógicos e tecnológicos para a EAD, compreendendo suas possibilidades, características e potencialidades". Além da formação contínua, já proposta por (Belloni, 2002), é importante que os educadores estejam preparados para o uso da tecnologia na aprendizagem.…”
Section: Resultsunclassified
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“…Para (Vilaça, 2010, p. 96) "é necessário que os professores sejam devidamente preparados em termos pedagógicos e tecnológicos para a EAD, compreendendo suas possibilidades, características e potencialidades". Além da formação contínua, já proposta por (Belloni, 2002), é importante que os educadores estejam preparados para o uso da tecnologia na aprendizagem.…”
Section: Resultsunclassified
“…No caso dos programas de educação a distância, estes discursos explicam que eles se baseiam, especialmente, em modelos fordistas que promovem a hierarquização e a burocratização do ensino. Nesse cenário, o professor é convocado a executar múltiplas funções para as quais não foi preparado (BELLONI, 2002). Belloni (a segunda autora mais citada no corpus analisado) denuncia, por exemplo, as "[...] contradições entre as promessas de um discurso tecnocrático que prioriza a técnica e a realidade dos sistemas de ensino que não conseguem assegurar condições mínimas de realização das propostas" (2002, p. 117).…”
Section: O Paradoxo Entre Visão Instrumental E Visão Críticaunclassified
“…In her comprehensive and insightful essay about distance education, Belloni (2002) suggests that one of the biggest challenges facing tertiary education in Brazil is to offer opportunities for continued professional development to meet the demands of a post-Fordist job market, without losing sight of the importance of forming critical citizens capable of reflecting on and changing the world -in other words, a critically literate citizen. In order to achieve this, according to Belloni, it is of paramount importance that educational systems be able to innovate their contents and methodologies, creating new solutions to both old problems as well as those resulting from the implementation of new communication and information technologies.…”
Section: Final Remarksmentioning
“…Rather than merely focusing on the technical competence -the "how-to" knowledge -we should always contextualise this competence "in ways that pay due attention to matters of culture, history and power and recognise that it is counterproductive to start with issues of skill or technique, outside an authentic context of situated social practice" (2000, p. 45). In this sense, Lankshear, Snyder and Green subscribe to a sociocultural view of learning and literacy that acknowledges the embeddedness of language in political, cultural and historical contexts -similarly to what Belloni (2002) suggests in her critique of what she terms "technocratic proposals" in education. According to Belloni, educational policies for the use of digital technologies in distance education should not fail to address the social, political and historical issues surrounding the uses of technology -in other words, the "social ground" on which these policies are to be implemented.…”
Section: Introduction: Learning and Literacy In Distance Educationmentioning