Technologies, multiple languages and pedagogical practices in higher distance education

Abstract

The use of technologies in learning must consider the specificity the knowledge area and then propose a demand for its pedagogical use (SHULMAN, 1986, 1987; KOEHLER; MISHRA, 2005; 2008; OLIVEIRA; PICONEZ, 2016). In distance education, the processes, methodologies, and contents are usually quite standardized, due to production time and costs. This paper aims to identify best pedagogical practices in the distance education, considering a vision of teachers, students and tutors. For that, an institutional research is being developed at a virtual public university in the State of São Paulo, Brazil, which proposes the development of a model of course considering the specificities of each knowledge area, based on the Capes table. Thus, after the organization of the courses offered at the institution according to the areas of knowledge, focus groups and questionnaires were applied with the university public, in order to survey the pedagogical practices most appropriate to each area. For each area of ​​knowledge, a set of pedagogical practices will be proposed, and it is expected that a new definition of the supply model of courses, with the participation of the entire academic community, will generate possibilities according to the pedagogical model adopted and also will serve as parameter to other institutions, as well as promoting the improvement of the internal organization for the students learning process.