A Mediação Tecnológica E Pedagógica Em Ambientes Virtuais De Aprendizagem: Contribuições Das Dimensões Da Educomunicação

Abstract

ResumoAs Tecnologias Digitais da Informação e da Comunicação (TDIC) fizeram emergir na sociedade novos paradigmas e novos comportamentos, e, no campo da Educação, elas geraram novas formas e processos de produção, disponibilização e recepção do conhecimento, especialmente na Educação on-line, forma de educação mediada por tecnologias e pela internet. No entanto, as TDIC, não podem ser consideradas como mero aparato ou somente como suporte midiático, mas, principalmente, como elemento revelador da inter-relação Comunicação-Educação. Dessa forma, entende-se que a Educomunicação ajuda na compreensão da importância da integração entre esses campos, para que a experiência da aprendizagem na Educação On-line seja significativa e dotada de sentido para os estudantes. Nesse ínterim, o objetivo, desse estudo, foi construir um ensaio teórico acerca da mediação das tecnologias na Educação On-line e as principais relevâncias educomunicacionais no seu locus, os Ambientes Virtuais de Aprendizagem (AVA). Ficaram evidentes, nesse estudo, as implicações da utilização das TDIC como elemento da mediação da aprendizagem e no desenvolvimento de práticas pedagógicas educomunicativas voltadas para comunicação e educação, com vistas à formação de sujeitos críticos e atuantes na sociedade. Palavras-chave:Educomunicação; Educação on-line; TDIC.

Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic

“…Although there was a need for virtualization of the course due to social isolation, the next step was to elaborate a pedagogical architecture to materialize it as a problematic, open, spontaneous teaching and learning process, with free and continuous access to information, built from virtual interactions and collective reflections on facts, objects and people in the context of COVID-19 ( Figure 1). Therefore, in opposition to the content logic commonly adopted by most educational resources available in the virtual environment (8) , the course proposed to use didactic materials, and was based on pedagogical mediations between tutors and students to encourage specific knowledge exploration about COVID-19 and provide an exchange of experiences. Thus, it was possible to collaboratively build knowledge and solidarity from a dialogical and problematizing perspective, which would pave the way for critical and reflective action of health action (6,8,10) .…”

“…Therefore, in opposition to the content logic commonly adopted by most educational resources available in the virtual environment (8) , the course proposed to use didactic materials, and was based on pedagogical mediations between tutors and students to encourage specific knowledge exploration about COVID-19 and provide an exchange of experiences. Thus, it was possible to collaboratively build knowledge and solidarity from a dialogical and problematizing perspective, which would pave the way for critical and reflective action of health action (6,8,10) .…”

“…Under the coordination of two professors, the teaching materials for each block were produced by the Central Working Group, which streamlined the search and construction of activities for an introductory theme exploration with support of tutors. In this regard, the group developed didactic strategies widely used in virtual environments, such as video classes, educational and artistic videos, images, poems, texts with verbal and non-verbal language, reports, articles and technical-scientific documents; they were made available in association with different activities that trigger discussions and reflections in forums and chats (7)(8)10) .…”

“…Based on interactive relationships that use telecommunication (8) and problematization (6) , the course pedagogical architecture was designed with the purpose of constituting dialogic spaces conducive to sharing knowledge and experiences in a horizon of qualification of care practices of those who are in the services. It also aimed at offering educational and sensitive care amidst the pandemic, aimed at the dissemination of appropriate community guidelines and the promotion of mental health in the context of social isolation.…”

“…At the same time, UTG collected data on nursing interns and residents, in order to streamline the process of enrolling and distributing students in a VLE. Students were divided into 11 virtual classes, respecting the ratio of a maximum of 25 students for each 2 tutors; this allowed establishing welcoming and empathic relationships, as well as favoring the organic construction of knowledge (8,10) about the emerging theme of COVID-19.…”