Estratégias ativas na educação a distância on-line: uma experiência na Força Aérea Brasileira

Abstract

The present work is inserted in the context of the expansion of distance learning in society, particularly in the Tactical and Specialized Instruction Group of the Military Organization of the Brazilian Air Force. From the experience of the researcher as an educator in this institution, associated with readings as a student in the Professional Master's Program in Innovations in Educational Technology, the problem of rethinking her professional practice from a pedagogical planning that would consider pedagogical practices based on active methodologies applied to online distance education emerged. Therefore, the following research question was raised: Can the logic of the active methodologies contribute to the development of didactic and pedagogical strategies in distance education? In order to answer this question and contribute to overcoming an instructionalist pedagogical approach, the main objective was to analyze how the logic of active methodologies can contribute to the development of didactic and pedagogical strategies in Distance Education. The research was based on a theoretical framework composed of Kenski (2012; 2013), who presents discussions on education and technology; Mattar (2017), Bacich & Moran (2018) and Filatro (2018) about educational practice based on active methodologies in various contexts; Tori (2017) and Junqueira (2018), who raise the particularities of distance education and content production for this audience. The work was developed from a qualitative research of applied nature, exploratory as to its objectives and experimental as to the technical procedures. A control group validation was carried out after the Tutor Preparation Course. The data collected comprised the perception of the students with the application of questionnaires and, also, the experience of the researcher as group tutor, and indicated a positive response from the students to the strategy adopted, inspired by active methodologies. As a product, we obtained an e-book that presents a synthesis of the bibliographical survey and the proposal applied to the students in this master's research. The e-book, as well as the present work, do not exhaust the subject or even the methodological possibilities, but they serve as a guide and as drivers for a more innovative pedagogical practice in the formation of more active students in the context of distance on-line education.