O trabalho docente em educação a distância em uma instituição pública de educação superior: um olhar referenciado na abordagem ergológica

Abstract

Based on the assumptions made by ergological approach, this study aims to investigate the work of university professors developed in the distance mode regarding the graduate course offered through a partnership between the Universidade Federal de Minas Gerais and the Sistema Universidade Aberta do Brasil and the undergraduate courses of this same institution. Educational indicators have recorded significant expansion of distance education in the undergraduate teaching context. This growth imposes changes to the organization of work processes, a fact that has important elements for the activities developed by professors. Thus, it was considered relevant the approach to the real work situations in order to try to understand the work from the perspective of those who are responsible for their accomplishment given the important role of these professionals in this process. It is understood that reality involves multiple dimensions and that each worker experiences and promotes the management of working situations in a particular way. In this sense, it was sought to understand the aspects related to the uses of itself, as well as the variability that stand in the daily work. This research aimed to unveil values that have justified the adopted choices/positions as well as to know the repertoire mobilized by the worker, in the work activity, which comprises established knowledge but also invested knowledge, which are produced due to the completion of the work activity. Through the Three-Pole Dynamic Device, it was aimed to monitor the aspects of the dynamic renormalization of teaching regarding the issues surrounding the organization and management of collective work in distance education. For the delineation of the survey it was conducted case studies with a qualitative approach. The semi-structured interview was used to collect data from the professors, as well as observations were effected. It was analyzed pedagogical projects of distance undergraduate courses, resolutions that deal with the use of online disciplines to the regular undergraduate classroom courses and data available on electronic media about the career regulation of the Federal College Teaching. Normative documents of the institution that regulate undergraduate education and report on the distribution of educational costs and progression in the teaching career have also been examined.