DAILY CLASSROOM: FROM PRESENTIAL TO VIRTUAL, EDUCATIONAL RESOURCES IN CONSTANT REVIEW

Abstract

This paper aims to present results of the analysis of the records described in the reflective journals of teachers working in public schools and attending the e-learning course “Continuing Education of Teachers in Accessible Information and Communication Technologies” in the virtual environment software TelEduc – a distance learning environment in which one can conduct courses through the Internet. Thus, it was guided by the following problem: How can the records described in the diaries of teachers working in public schools and belonging to the training course become a source of research? This analysis helped us understand how such records can constitute permanent practices of (re) construction of pedagogical actions, as well as actions that allow identifying how teachers who work with kindergarten and early school develop, during the exercise of their teaching practice, the reflection about their work with autonomy, criticism and theory, turning it into pedagogical knowledge. Contributions by Zabalza (2004), Weffort (1996), Litto and Formiga (2009) are used as the basis of this paper, for the authors instigate reflection and can assist the teacher in the sense that, by registers, they can experience a  catharsis, reflecting about and improving their teaching action. So our theme brings, as fundamental point, the importance of the teacher records in a virtual environment. The methodology used in this study was guided by the principles of qualitative research and highlights as the most significant findings of the research: the investigated teachers seek updated alternatives after the completion of the first graduation course; most have at least an undergraduate degree and a specialization conducted in presential classes; distance education is a significant update alternative for teachers; despite facing journeys of 40 or 60 hours of work, many find in distance learning courses an alternative for professional updating.

Keywords: Classroom journals; Education; Technology.

DOI: http://dx.doi.org/10.14244/19827199692