A polidocência na Rede E-Tec Brasil: análise de percepções de professores no contexto da formação continuada na Educação a Distância

Abstract

Research on the understanding of the collective work of individuals in the educational process in Distance Education is not recent. Some authors (LÉVY, 1999; BELLONI, 2003; ZUIN, 2006; CORTELAZZO, 2008) bring this questioning in order to explain the division of teaching activities in the field of distance education. More recently, the concept of “policy teaching” (MILL, 2014) is being used as a way to understand this collective work, comprising the articulated set of professionals who work, in a multidisciplinary way, in the realization of teaching-learning activities in Distance Education. The main objective of this investigation is to analyze the perception of teachers about polydocency in the context of the e-Tec Brasil network, considering the context of continuing education of teachers in Distance Education. The conceptual bases are based mainly on authors such as Keegan (1983), Belloni (2001), Filatro (2008), Michael Moore and Greg Kearsley (2010), Mill (2010), Tardif (2014), Chiaradia (2016), Pasquali (2016), Veloso (2018), Ferreira and Corrêa (2019) and Costa (2020). In these theoretical approaches, the identification of the construct took place from a systematic literature review in the Brazilian Digital Library of Theses and Dissertations (BDTD), Academic Google (Google Scholar) and SciELO (Scientific Electronic Library Online) databases and search of qualitative nature with an exploratory character, articulating elements that make up the concepts of teaching in Distance Education, continuing education and polyteaching. For this purpose, two longitudinal mixed questionnaires were applied, with open and closed questions, elaborated through Google Forms. The application of the questionnaires took place interspersed, considering the stage before the continuing education course and after the training process, under the light of the concept of polyteaching. The research was conducted at the Distance Education Center of Colégio Dom Agostinho Ikas of the Federal Rural University of Pernambuco (NEaD/CODAI/UFRPE) which offers courses in Professional and Technological Education (EPT) within the scope of the e-Tec Brazil Network. The number of guests, via email and WhatsApp social network, to participate was 45 professors, however, 33 professors agreed to participate in the research. The collected data were subjected to content analysis. All respondents have a postgraduate degree – with 60.6% at the doctoral level, with more than eight years of classroom time in the on-site modality and between four and eight years in the distance modality. All respondents identified difficulties when entering the distance education modality, as well as highlighted the importance of continuing education to help teaching practice in distance education. Before continuing education, less than 10% knew the meaning of polyteaching, and 18.2% believed that there is a more important teacher on the team. It is considered the need for further research and analysis, with samples from different institutions, especially at the technical level, in order to gain a broader understanding of the authors' scenario in Distance Education. Continuous processes of continuing education are needed to improve the multidisciplinary work of the Distance Education team and new ways of seeing all authors of the distance modality as a single group and of equal importance within the teaching-learning process.