Informação nos ambientes virtuais de aprendizados (AVA)

Abstract

This research is inserted in a scenario of Distance Education in Brazil and it is understood in the interaction with the principles of information organization. As a consequence of this reference point, Virtual Learning Environments, which perform the mediation in distance education, were analyzed from an informational perspective. With this objective, there was an attempt to understand informational interactions between teachers and students in VLEs. This work was organized based on the following question: In what ways can the informational relationships of teachers and students in Virtual Learning Environments collaborate to theorganization of information in such environments? In this sense, through the study of informational relationships of teachers and students it was attempted to establish the possibility of consolidating a VLE model based on the principles of information organization. For that, we try to join and put into question the elements that structure the virtual learningenvironments. From the theoretical point of view, the reference for this research was the foundations of information organization in digital environments, the studies of use and users of information, as well as the theory of linguistic subjects by Charaudeau (2008). In methodological terms, it was developed a case study involving teachers and students of apost-graduate distance course on Administration of Information Systems (AIS) of the Federal University of Lavras (UFLA). The study was based on the analysis of interviews and questionnaires applied to teachers and students of the course based on studies of information users. These questionnaires explored the argumentation of people and students related to: a) their daily use of internet technologies; b) their daily relation with the Virtual Learning Environment; c) their perception of Distance Education. In data analysis process it was adopted the categories as proposed by Charaudeau (2008) aiming at evaluating the communicational possibilities of the subjects teacher/students in the Virtual Learning Environments. For that, it was established four categories of analysis: a) Communicational partners teacher and student: condition for communication; b) common factors incommunication: common knowledge; c) Motivation and communication interests; d) Consequences of communicational interactions: Virtual Learning Environments in an informational perspective. Based on data analysis, in articulation with these discursive categories, it was concluded that a model of a Virtual Learning Environment, oriented by therecognition of communication interactions (recognition of knowledge, of performance, and of know-how) and by the informational perspective originated from the foundations of information organization.