Educação a distância na perspectiva de formação profissional dos alunos da EJA segundo os modos de interação no desenho pedagógico

Abstract

The research on the theme: "Distance Education in the Perspective of Vocational Training of the EJA Students according to the Modes of Interaction in the Pedagogical Design", sought through the concerning theories and knowledge of a given empirical reality, to understand how the modes of interaction act in the pedagogical design according to the context in which learners are inserted. The composition of the research corpus was given by the choice of a school environment, in rural area, that attended the modality of Youth and Adult Education. The analysis of several educational spaces led us to the Padre Angelo Spadari Municipal School in the Distrito Bom Futuro in the municipality of Ariquemes - Rondônia, for being one of the leading schools that attends to EJA mode. The methodological development of the study was given by adopting a qualitative approach considering the space and those involved in it and procedures that serve the case study method, so interviews, data collection was performed, and records relevant information in a logbook, as well as bibliographic studies to support the goals of our research. The work gave a historical overview of the Distance Education in society and the main concepts of instructional design and the modes of interaction, with the conceptualization of the types of interaction from the perspective of the Theory of Interaction Distance from the perspective of the authors Moore and Kearsley. We also present an overview of the federal, state and municipal contexts regarding the policies for Youth and Adult Education, addressing their formulations and institutions throughout history, from the early seventeenth century to the present day. The research was based on the theoretical principles applied in the form of distance education in relation to certain modes of interaction in the instructional design of a course in theTheory of Interaction Distance dealing with the types of interaction (learner-content, learner-teacher and student-student), and from a study in loco, aimed at understanding how these kinds of interactions occur in the classroom mode, in the daily of the analyzed group, and thus getting an overview that could be harnessed in future modeling courses the distance for EJA mode. With this analysis, the research concludes that for students inserted in the Youth and Adult Education, the instructional design of a course should be based on a dynamic approach of the lived reality by these students. And the modes of interaction must act in the dialogue these students with the structure, with the content, with the other students and the teacher, providing a full, creative and productive education