Reforma escolar y formação docente em e-learning: o choque das tradições
Resumo
Resumo
Este estudo explora as fontes de legitimidade sob os quais os programas de formação de professores do e-learning têm que atuar. Tendo por base dados qualitativos procedentes de quatro regiões da Colômbia, a análise dos resultados sugerem que as instituições regionais responsáveis dos programas de formação de professores respondem ás formas de legitimidade aceitas em suas regiões. Contudo, ditas formas de legitimidade competem com os objetivos da reforma, da maneira em que foram planejados no nível nacional. A legitimidade no nível regional (estado/província/departamento) provém das tradições e das perspectivas populares da pedagogia e do e-learning, as quais não coincidem com as perspectivas promovidas pelos responsáveis políticos no nível nacional. Esta competição entre fontes de legitimidade regionais e nacionais faz com que a reforma educacional seja ineficaz. Para exemplificar este conflito, este estudo revê e compara duas tradições a respeito do e-learning: a primeira, concentra-se nos aspectos tecnológicos dos computadores, e a segunda, foca-se nos aspectos pedagógicos relacionados aos Ambientes Virtuais de Aprendizagem (AVAs)
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