Dialogical relationship in the processor training and (self)training in distance education: a case study of the assumptions freirians

Abstract

Esta investiga????o analisou minha pr??tica pedag??gica no trabalho docente como tutora a dist??ncia do curso de Licenciatura em Pedagogia a Dist??ncia da Universidade Federal de Pelotas no P??lo de Herval, em processos de forma????o e autoforma????o mediados por tecnologias digitais. Tendo como objetivo identificar na pr??tica pedag??gica exercida o estabelecimento do di??logo, utilizando como categorias de an??lise a afetividade, o compromisso e a rigorosidade, pautados em pressupostos freirianos, visto que, a intera????o com os educados se dava prioritariamente virtualmente. A coleta de dados teve por instrumento a utiliza????o de narrativas, primeiramente oral, seguida pelas narrativas escritas, elaboradas por quatro educanda, do curso CLPD. Ap??s a explana????o de como seriam realizadas as narrativas e deixar claro que as educanda deveriam narrar sua trajet??ria no curso durante o tempo em que eu fui tutora e explicitar se nossa intera????o propiciou o estabelecimento de v??nculos afetivos, fundamental para que a pr??tica pedag??gica dial??gica estivesse presente em nossa intera????o virtual e como elas visualizavam nossa rela????o online. Nesse sentido, identifiquei a viabilidade e o estabelecimento do v??nculo afetivo, da pr??tica pedag??gica pautada pelo di??logo, sem por isso estar ausente o compromisso e a rigorosidade na minha atua????o com as educanda.This investigation analized my pedagogical practice in the teaching process as a distance learning tutor in the Federal University of Pelotas Herval Pole Distance Learning Pedagogy Course, throughout auto-formation and formation processes supported by digital technology. It had as a goal to identify, in the exercized pedagogical practice, the stablishment of dialogue, using, as analisys categories, the afectivity, the compromise and the rigorisity patterns, guided by the Freirian outlines, considering that the interaction with the studants ocurried virtualy. The data collection had as an instrument the use of narratives, oraly in the first moment, followed by the written narratives, elaborated by four studants of the CLPD course. After that, the explanation of how would be made the narratives and keep clear that the studants would explain their trajetory in the CLPD course, through the period in that I was the tutor, and explicite if our interaction provided the establishment of affective bounds, wich were fundamental for the dialogical pedagogical practice to take place in our virtual interaction and in our on-line relation. Through the data analysis I identified the viability and the stablishment of affective bounds, and the existence of a dialogue pauted pedagogical practice in the relation, not been absent the compromise in terms of rigorisity in my action with the studants, wich showed have been achieved the proposed goals