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Lecionação sem aulas? Questões de liberdade e segurança no modelo MAPE
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Abstract(s)
Etimologicamente, o conceito de aula – άυλή – associa-se à ideia de equilíbrio entre liberdade e segurança, proporcionado por um contexto de pastorícia. Nas aulas atuais – marcadas por uma enorme circunscrição e segmentação do espaço e do tempo –, a liberdade e a segurança estão sujeitas a maiores tensões. Porém, o desenvolvimento do ensino online, especialmente na variante assíncrona, ao diluir a ação pedagógica no tempo e no espaço e ao apelar naturalmente a um elevado protagonismo dos estudantes no processo educativo, estimula a reflexão sobre a possibilidade de recuperação do sentido original da aula, ou até de rutura com o conceito de aula. Assim, após algumas reflexões sobre este mesmo conceito, na sua relação com os conceitos de liberdade e segurança, relatamos um estudo empírico, com o qual procurámos compreender as perceções de professoras em formação sobre as implicações do ensino a distância em modo assíncrono. Tendo em conta a sua experiência de terem sido expostas ao modelo MAPE, essas professoras comentaram, em entrevista, aspetos importantes da formação a distância em geral e desse modelo em particular, relacionando-os com questões de liberdade e segurança. Os resultados do estudo revelam o reconhecimento de que o modelo MAPE propicia, em termos gerais, bastante liberdade e segurança, embora ainda não evite sentimentos de alguma insegurança relativamente a alguns aspetos específicos.
ABSTRACT: In Portuguese language, the word aula (lecture) is etymologically rooted in the Greek word άυλή, which, in Ancient Greece, meant “courtyard” and suggested a balance between freedom and safety for nomadic shepherds and animals. Nowadays lectures are subject to huge restrictions in terms of time and space, which has strong implications for freedom and safety. However, the development of online instruction, especially in its asynchronous version, stimulates reflection on a possible recovery of the original meaning of άυλή, or even on the possibility of providing instruction without lectures, for asynchronous online instruction dilutes the work of instructors and students in time and space and naturally calls for students’ active participation in the educational process. Accordingly, after some reflections on the concept of άυλή, and on its relation with the concepts of freedom and safety, we report an empirical study, which was aimed at understanding how some teachers, who were attending teacher education courses, viewed asynchronous online learning. Considering that the participants had been exposed to MAPE model, they commented, in the context of interviews, some aspects of online learning in general and specific aspects of that same model, especially aspects that could be related to issues of freedom and safety. The findings of the study suggest that the participants acknowledge that MAPE model, overall, allows for much freedom and safety, despite the fact that some of them stated that they did not feel so safe with regard to some specific aspects.
ABSTRACT: In Portuguese language, the word aula (lecture) is etymologically rooted in the Greek word άυλή, which, in Ancient Greece, meant “courtyard” and suggested a balance between freedom and safety for nomadic shepherds and animals. Nowadays lectures are subject to huge restrictions in terms of time and space, which has strong implications for freedom and safety. However, the development of online instruction, especially in its asynchronous version, stimulates reflection on a possible recovery of the original meaning of άυλή, or even on the possibility of providing instruction without lectures, for asynchronous online instruction dilutes the work of instructors and students in time and space and naturally calls for students’ active participation in the educational process. Accordingly, after some reflections on the concept of άυλή, and on its relation with the concepts of freedom and safety, we report an empirical study, which was aimed at understanding how some teachers, who were attending teacher education courses, viewed asynchronous online learning. Considering that the participants had been exposed to MAPE model, they commented, in the context of interviews, some aspects of online learning in general and specific aspects of that same model, especially aspects that could be related to issues of freedom and safety. The findings of the study suggest that the participants acknowledge that MAPE model, overall, allows for much freedom and safety, despite the fact that some of them stated that they did not feel so safe with regard to some specific aspects.
Description
Keywords
Aula Ensino Online Assíncrono Autonomia Segurança Lecture Online Asynchronous Instruction Autonomy Safety
Citation
Sousa, F. e Palos, A. C. (2018). Lecionação sem aulas? Questões de liberdade e segurança no modelo MAPE. "Brazilian Journal of Education, Technology and Society", 11(4), 581-593.