Banca de DEFESA: RAÍSSA ARAÚJO DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : RAÍSSA ARAÚJO DA SILVA
DATE: 28/11/2025
TIME: 14:00
LOCAL: Auditório 01 do PPGEd - NEPSA II - UFRN
TITLE:

-

KEY WORDS:

interaction; dialogicity; Distance Education; teacher education.

PAGES: 202
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

In the context of Distance Education, dialogical interaction – an essential dimension of the educational process – can act as a means to overcome fragmented pedagogical practices, fostering more integrated, collaborative, and humanized relationships among participants. In this context, this study aims to understand how teacher educators and distance tutors employ pedagogical strategies to promote dialogical interactions in online teacher education programs. The study presents a qualitative approach research and configured as a case study, the research was basead on Vygotsky’s (2001) historical-cultural perspective and Freire’s (2015) principles of dialogicity. The investigation was conducted across three curricular components offered in
different distance teacher education programs at UFRN: Profissão Docente, Geografia Urbana, and Educação e Tecnologia. Data were collected through immersion in the activities and resources of the Virtual Learning Environment - Moodle Mandacaru, of the documents that support distance education and of the semi-structured interviews with teachers of the investigated subjects. The results revealed that dialogical interaction is rooted in the didactic-pedagogical organization of the AVA, reflected in teaching practices that emphasize problem-posing pedagogies that promote student protagonism. The study identified an intense pedagogical mediation process centered on valuing human relationships and enhanced by digital resources and collaborative learning tools. This process not only enabled dialogical interaction but also promoted digital literacy, collective knowledge construction, and learner autonomy, creating spaces for students’ voice and active listening. Furthermore, the expressive and critical use of digital technologies, which, when used critically, strengthened teaching and learning processes, encouraged proximity among participants. This dynamic enabled the development of emotional bonds, a stronger sense of belonging, and respect for students' cultural and social uniqueness.

 

COMMITTEE MEMBERS:
Externa à Instituição - ANA BEATRIZ GOMES PIMENTA DE CARVALHO - UFPE
Externa ao Programa - 3229319 - APUENA VIEIRA GOMES - nullExterna ao Programa - 1645274 - DANIELLE OLIVEIRA DA NÓBREGA - nullExterno à Instituição - JULIO RIBEIRO SOARES - UERN
Externa à Instituição - LEBIAM TAMAR GOMES SILVA - UFPB
Interna - 349111 - MARIA CARMEM FREIRE DIOGENES REGO
Presidente - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA