Para bom provedor uma Plataforma Moodle basta: Estudo sobre a construção de territórios virtuais na formação para o trabalho em EaD

Abstract

This study investigates the dehumanizing factors present in the construction of virtual territories in distance education training. The objective of this work was to identify the dehumanizing factors present in the construction of virtual territories in distance education, reporting the local interactions that may involve economic agents and knowledge agents. The justification for this work is to analyze the implications of training for work on virtual platforms: limits and potential, continuities and ruptures, and how is the daily life of this educational model for Training for work and its relationship with the demands of the labor market and the development of scientific knowledge. In this sense, the research implication approach was the methodology for the analysis of the processes of construction of virtual territories in distance education training. Experiences were reported during this research with two groups of actors at different levels of education: Higher Education and Level of Specialization Strictu Sensu, maintaining the secrecy of these key subjects. Following, both the historical landmarks of this modality since the creation of the Open University of Brazil (UAB), as well as the regulatory landmarks of remote education due to the current syndemic of COVID-19 were analyzed. The culmination of this study was the observation of the use of key subjects of these means that are available on the CEDERJ Moodle Platform and on the PROFMAT Moodle Platform; the investigation of relationships established by digital networks, life stories, expectations, rhythms, friendships, economic, political and social values; as well as the analysis from the perspective of critical geography of the Newsletter of Research Results with Students of the UAB System prepared by CAPES and carried out in 2017 regarding the perception of the quality of courses and the degree of expectation of students who entered the System UAB, in order to characterize the virtual space. In view of the aforementioned arguments, this work still required the interpretation of the interfaces between the institutional framework, the levels of social capital and the local cognitive and innovative dynamics in relation to the Distance Education Legislation. After these stages of review and investigation, the results obtained were organized in such a way as to offer important characteristics for the choice of dehumanizing factors present in the construction of virtual territories in distance education. The result partially seen with this work was to reveal that there is no way to think about virtual territories because we are experiencing dystopias. Now it is a disconnected connection. Now these virtual territories are dystopian territories. Consequently, this use of innovative resources submerged in dystopian territorial space in EaD training, and in power relations geographically systematized by neoliberal perspectives, demand the burden of multifunctionality of the teacher and the human devaluation of teaching. Just like that, the slave capitalist system smiles! Teaching collapses!