Contribuições da escrita online para a aprendizagem de professores em formação

Abstract

The research aimed at understanding how the writing development in a virtual learning environment (VLE), Moodle, in disciplines present at the School of Education of Federal University of Juiz de Fora (UFJF) contributes to student learning. The theoretical guiding about this work was the historical-cultural approach based on Vygotsky and Bakhtin. Initially it presents a reflection on the role of writing in society from the studies of several authors and researchers. It outlines a brief historical account of the writing appearance and its development. It discusses the role of writing as training tool, indicating its potential in shaping the consciousness and reflection. It presents a review of literature on the use of virtual learning environments in teacher education courses that points out the dearth of studies about written, specifically for these environments. Related to the methodology, initially it is reported that the pilot study was developed through the application of questionnaires to obtain data on the use of computer resources / internet in teaching practice within the School of Education UFJF, besides selection of research subject. Then it describes the field work that followed two disciplines of training courses for teachers, School of Education and Graduations of that institution, using as a methodological tools the observations and dialogical interviews (individual and collective). It indicates how to build the analysis process from the center of meaning. It presents three cores of meaning which discuss the situation about writing enunciation of research students in the Moodle environment, respectively; the construction process of writing, their contributions to learning and the construction of scientific concepts, the writing to other in the Moodle as a mediating tool of the dialogical relations between students.