A Educação a distância no Brasil e a reconfiguração da identidade do professorado.

Abstract

It is true that the current discourse on the need for quality education and continued occasioned by so many demands of globalization , is to challenge the existing educational systems. This scenario is that distance education has gained its place in society , including an increasing number of subjects and climbing in various social sectors , recognition as an appropriate type of education for the implementation of educational public policy goals , to be identified as one of the ways for the democratization of education , especially in countries like Brazil, where there are large geographical dispersion of students. This Doctoral Thesis in Education , linked to the online curriculum , Professionalization and Teaching Work , sought to analyze and discuss the reconfiguration of teaching identity from a case study in Bachelor of Mathematics Distance from Federal University of Pelotas, through the program Open University of Brazil . Having as object the reconfiguration of teaching identity from work process in distance education . In this sense the research problem culminates in how distance education in Brazil has confirmed to the reconfiguration of the identity of teachers? To dialogue with the proposed research problem were chosen , among others , authors, Daniel Mill , Edith Litwin and Maria Luiza Belloni , to talk about teaching in distance education , and Martin Lawn , Marcia Ondina Vieira Ferreira and Maria Manuela Alves Garcia to base the discussion on teacher identity. The proposed research was the qualitative, defined as a case study. The actors were surveyed tutors and teachers researchers CLMD. Data were collected through documentary analysis of the political pedagogical project CLMD, online questionnaire and semi-structured interview, and subsequently analyzed by the Bardin Content Analysis. They were listed four categories of analysis; the new process and new working relationships in ODL; knowledge migrates from teacher to technology and establishes a new relationship between teacher and student; the intensification of teaching process, casualization of teaching. From these categories and analyzed elements, we can say that there is now a new work process in CLMD, which ends up contributing significantly to the reframing of teaching identity. Therefore, it reveals the alterations produced in the work process showing that there is no "teaching" but that teachers and tutors make up a network of individuals who resignify the teaching work, resulting in a new configuration of the teaching identity.