scholarly journals Práticas Docentes Diferenciadoras em EaD: Integrando as Novas Tecnologias aos Ambientes Virtuais de Aprendizagem

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Maria Helena Cavalcanti da Silva Belchior ◽  
Ana Maria Marques Palagi
Keyword(s):  
Distance Education ◽  
Professional Education ◽  
Teaching Practice ◽  
New Technologies ◽  
Virtual Learning ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Attitudes And Practices

A proposta deste artigo científico é versar sobre a relevância das tecnologias educacionais integradas às práticas pedagógicas dos docentes quando de sua preparação para atuação em ambientes virtuais de aprendizagem. Para tanto, pautando-se em um estudo de caso envolto a pesquisa do tipo exploratória, apresentam-se os resultados coletados a partir de entrevistas semiestruturadas com docentes atuantes na Gerência de Educação a Distância da Secretaria Executiva de Educação Profissional, estrutura ligada à Secretaria Estadual de Educação de Pernambuco. Como principais desdobramentos da pesquisa apontam-se a necessidade de ampliação quanto às formações ora ofertadas, abarcando o compartilhamento de propostas pedagógicas mediadas e enriquecidas pelos usos das tecnologias, além de as formações servirem para aproximar o sujeito docente à realidade da instituição em que atua, passando assim a existir convergências como atitudes e fazeres docentes intrínsecos aos profissionais.Palavras-chave: Educação profissional, Educação a distância, Formação de professores, Pernambuco, Tecnologias educacionais.Differential Teaching Practice in EaD: Integrating New Technologies to Virtual Learning EnvironmentsAbstractThe purpose of this scientific paper is to discuss the relevance of integrated educational technologies to teachers' pedagogical practices when preparing them for action in virtual learning environments. Therefore, based on a case study involving exploratory research, the results are collected from semi-structured interviews with teachers working in the Distance Education management of Secretaria Executiva de Educação Profissional. Such as the main developments of the research, there is a need to increase the number of qualification offered, including the sharing of pedagogical proposals mediated and enriched by the uses of technologies, besides the formations serve to bring the teaching subject closer to the reality of the institution work, there are convergences as teachers' attitudes and practices which are intrinsic to professionals.Keywords: Professional education, Distance education, Teacher training, Pernambuco State, Educational technologies. 

scholarly journals Formação Continuada de Professores no Uso de Tecnologias Digitais / Continuous Teacher Training in The Use of Digital Technologies

2021 ◽  
Vol 15 (57) ◽  
pp. 599-615
Author(s):  
Camila Santos dos Santos ◽  
Maria Antonieta Pereira Tigre
Keyword(s):  
Continuing Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Digital Technologies ◽  
Field Research ◽  
Educational Technologies ◽  
Exploratory Research ◽  
New Methodologies ◽  
The Subject ◽  
Survey Interviews

Resumo:O presente trabalho, busca analisar qual(is) formação(ões) os professores têm atualmente na área das tecnologias digitais e como integram ferramentas digitais às práticas pedagógicas. Os objetivos da pesquisa são: identificar nas produções literárias possíveis etapas de uma formação continuada; investigar nos questionários obtidos com a pesquisa de campo quais os motivos que impedem a formação continuada e descrever o perfil dos professores, além de analisar as informações colhidas no questionário. Para isso, foi realizado um estudo de campo com professores da educação básica de Vitória da Conquista – BA. Como uma pesquisa do tipo exploratória, houve levantamento bibliográfico, entrevistas e exemplos que estimulam a compreensão do assunto. Pode-se concluir que ainda é presente a desqualificação dos docentes quanto ao uso das tecnologias educacionais e que estes carecem de formação continuada, sendo algo preocupante levando em conta o momento atual, onde há imersão total das tecnologias na prática docente.  Palavras – chave: Formação Continuada; Novas Metodologias. Tecnologias Digitais.   Abstract: This paper seeks to analyze what training(s) teachers currently have in the area of digital technologies and how they integrate digital tools into pedgogical practices. The research objectives are: to identify possible stages of continuing education in literary productions; investigate, in the questionnaires obtained from the field research, which are the reasons that prevent continuing education and describe the profile of teachers, in addition to analyzing the information collected in the questionnaire. For this, a field study was carried out with basic education teachers from Vitória da Conquista – BA. As exploratory research, there was a bibliographic survey, interviews and examples that stimulate the understanding of the subject. It can be concluded that the disqualification of teachers regarding the use of educational technologies is still present and that they lack continuing education, which is a concern considering the current moment, where there is total immersion of technologies in teaching practice.  Keywords: Continuing Education; New Methodologies. Digital Technologies.  

scholarly journals COVIDifying Education through the Lens of Award-Winning Educators in a State University in the Philippines

2021 ◽  
Vol 3 (2) ◽  
pp. 42-56
Author(s):  
Joseph B. Quinto
Keyword(s):  
Teaching Practice ◽  
The Philippines ◽  
Pedagogical Practices ◽  
State University ◽  
Paradigm Shifts ◽  
Structured Interviews ◽  
Descriptive Phenomenology ◽  
Face To Face ◽  
Summative Assessments ◽  
Award Winning

Paradigm shifts in the field of education have been an issue in the Philippines since the COVID-19 pandemic struck. To fill this gap, this study sought to highlight the pedagogical practices and teaching experiences of award-winning educators in a State University. The qualitative data extracted from semi-structured interviews were analyzed following a thematic analysis based on descriptive phenomenology. One finding revealed that the educators’ years in service and educational attainments were helpful in their migration from face-to-face to distance education, even though the number of course preparations was a weight on their shoulders. Secondly, the educators conducted their classes through preparation and implementation via fifteen instructional methods, formative and summative assessments, and feedback. On another note, the educators determined six roadblocks in their teaching practice with explanations on how they overcame them. Amidst all these, they mentioned that it is imperative to uphold empathy in the conduct of their classes.

scholarly journals Letramento digital na educação a distância: reflexões sobre o Ambiente Virtual de Aprendizagem (AVA) Solar

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Raimundo Nonato Moura Furtado
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Digital Literacy ◽  
New Technologies ◽  
Literacy Practices ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Diagnostic Character ◽  
Digital Format ◽  
Vernacular Literacy

Resumo Neste trabalho apresentamos algumas reflexões sobre as práticas de letramento digital vivenciadas por uma turma de Educação a Distância usuários do Ambiente Virtual de Aprendizagem – AVA SOLAR da Universidade Federal do Ceará – UFC. Fundamentamos nosso trabalho principalmente nas reflexões de (CASSANY, 2005; ESHET-ALKALAI, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; LÉVY, 1999). Situamos essa investigação como uma pesquisa explicativa de caráter diagnóstico (GIL, 2002) situada no paradigma qualitativo-interpretativista (BORTONI-RICARDO, 2008). Construímos nossa amostra por meio de duas fontes: dois questionários e a análise das atividades do SOLAR. Os resultados apontam que as práticas de letramento digital recorrente nos dados são diversas e estão, principalmente, relacionadas às práticas vernaculares de letramento. Essas práticas estão vinculadas às diferentes agências de letramento com as quais estes participantes estiveram e estão relacionados.Os dados revelam  que ser letrado digital implica assumir mudanças nos modos de abordagem do texto com a utilização e com interação das múltiplas semioses em textos que estão em um suporte digital, no geral, a tela.  Palavras-chave: Letramento digital. Educação a distância. Novas tecnologias. Abstract In this work, we make some reflections on the practices of digital literacy experienced by a group of Distance Education users of Virtual Learning Environment - VLE SOLAR, Federal University of Ceará - UFC. We base our work mainly on r83eflections (CASSANY, 2005; Eshet-Alkalai, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; Lévy, 1999). We situate this research as an explanatory research diagnostic character (GIL, 2002) located in the qualitative-interpretative paradigm (BORTONI-RICARDO, 2008). We construct our sample by two sources: two questionnaires and the analysis of the activities of SOLAR. The results show that the practices of recurrent digital literacy in the data are diverse and are primarily related to vernacular literacy practices. These practices are linked to different agencies of literacy with which these participants were and are related. Our data indicate that being literate digital implies taking changes in the modes of approaching the text with the use and interaction of multiple semiosis in texts that are in a digital format, in general the screen. Keywords: Digital literacy. Distance education. New technologies.

scholarly journals Incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros de la Institución Educativa Acevedo y Gómez y C.E. El Carmelo del municipio de Puerto Rico Caquetá. Incidence of teacher professionalization in teaching practices of teachers of School Acevedo and Gómez and C.E. Carmel municipality of Puerto Rico Caqueta. Universidad Santo Tomás de Aquino

2015 ◽  
Vol 6 (1) ◽  
pp. 142
Author(s):  
Emilce Heredia ◽  
Ederney Ortìz ◽  
Yoli Patricia Ovalle
Keyword(s):  
Puerto Rico ◽  
Teaching Practice ◽  
Human Dimensions ◽  
Teaching Profession ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Starting Point ◽  
Object Of Study ◽  
The Impact

El presente trabajo aborda el tema de la incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros.   Para tal fin, se toma como punto de partida el análisis del significado e intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este es determinar la incidencia de la profesionalización docente en las prácticas pedagógicas a partir de su caracterización. Teniendo en cuenta su relación con la formación pedagógica de los docentes en diferentes niveles de enseñanza de dos instituciones educativas ubicadas en el municipio de Puerto Rico Caquetá.  Los autores optaron por la investigación cualitativa con enfoque hermenéutico, mediante la utilización de entrevistas. Las unidades de trabajo son los maestros participantes; en cuanto a la unidad documental se trabajó con las hojas de vida de los sujetos involucrados de las dos instituciones. Las definiciones permitieron crear algunas circunspecciones que sirvieron de apoyo para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para  favorecer el ejercicio de la práctica pedagógica de los docentes,  a través   de una práctica docente cuya intención sea la de  generar estrategias que ayuden a la  formación académica y personal de los estudiantes . Donde la práctica pedagógica es entendida como el conjunto de estrategias utilizadas por el docente en el proceso de enseñanza- aprendizaje que de acuerdo a la forma en que es enfocada repercute en el desarrollo de las dimensiones del ser humano.This paper addresses the issue of the impact of professionalization of the teaching profession in pedagogical practices of teachers.  For this purpose, it is token as a starting point the analysis of the meaning intention that teachers assign the object of study. The stated goal for this is to determine the incidence to from its characterizations. To taking into account its relationship with the integral formation of teachers at different levels of formation of two educational institutions in Puerto Rico Caquetá. The authors chose the qualitative research with hermeneutic approach through the use of interviews. Work units are the teachers participating in structured interviews and documentary about the working unit with the resumes of those involved in the two institutions. Definitions helped create some circumspections that supported end reflections, in order to contribute to construction of new knowledge, to promote the exercise of pedagogical practice of teachers for the sake of teaching practice whose intention is to develop strategies that help the integral formation of students. Where teaching practice is understood as the set of strategies used by the teacher in the teaching-learning process that according to the way it is focused impact on the development of human dimensions.

scholarly journals Robot as Virtual Learning Object

2018 ◽  
Vol 4 (2) ◽  
pp. 57
Author(s):  
Vinícius Ferreira da Silva Bianchi Grilo ◽  
Paulo Pinheiro Junqueira ◽  
Fabiano Pereira Bhering ◽  
Lindolpho Oliveira de Araújo Junior
Keyword(s):  
Teaching Practice ◽  
New Technologies ◽  
Virtual Learning ◽  
Remote Access ◽  
Learning Object ◽  
Robot Arm ◽  
The Real ◽  
Physical Laboratory ◽  
Real Robot

Nowadays it is notorious that technology is part of our life, and it is being drastically evolving along the years. New forms of audiovisual medias are constantly being develop, nevertheless teaching methods still reaming the same as the ones that were approached before the advances of technology. These new technologies could transform the way we teach by creating interactive platforms in practical disciplines offered in technical and engineering courses that would not only improve the quality of teaching but also would enhance students learning process and reduce costs of laboratories. In this context, this work aims to present an alternative resource in the area, a virtual learning object and virtual laboratory with remote access that increases quality of classes by creating an immersive experience that is close to reality, and allows students to actually interact and test the knowledge acquired. The main goal was to provide remote access to the automation laboratory and to safely execute practical experiments. To being with, an environment consisting of a 3D model of the ARM-7220-4 robot arm was developed, containing the majority of the robot movement functions as well as mechanical, geometric and kinematic of the real robot arm, and granting its access through Moodle platform to students of CEFET-MG – Campus Leopoldina. The hardware, are composed by a real robot ARM-7220-4 that is connect to the virtual tool, and responds to the commands sent by the student through the virtual environment, and a camera is also connected, allowing the real-time monitoring of the physical laboratory. To evaluate the work, a teaching practice was proposed, consisting on movement of the robotic arm through tasks on order to validate the knowledge acquired through bibliographic didact sources, addressing theoretical aspects. Final results of the experiments with students from the campus that have tested the complete system showed that the learning object is a promising resource for distance learning courses.

scholarly journals ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DO RIO GRANDE DO NORTE: a perspectiva dos professores

2017 ◽  
Vol 23 ◽  
pp. 149
Author(s):  
José Moisés Nunes da Silva
Keyword(s):  
High School ◽  
Professional Education ◽  
Integrated Curriculum ◽  
Information Sources ◽  
Rio Grande ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Curricular Integration ◽  
Federal Institute ◽  
Political Project

O artigo discute a temática educação profissional. O objetivo é analisar como o IFRN vem materializando, segundo a visão dos próprios docentes, a proposta curricular dos cursos de ensino médio integrado em Eletrotécnica, Edificações, Agroecologia, Alimentos e Informática. Metodologicamente, o estudo se insere na categoria qualitativa, de caráter exploratório, tendo a dialética como fio condutor das análises. As fontes de informações são o projeto político pedagógico de 2004, os planos dos cursos, as questões que tratam apenas da integração curricular, retiradas do questionário impresso aplicado a 186 professores e as entrevistas semiestruturas, realizadas individualmente com 10 deles, sendo dois de cada curso. A não apropriação da concepção e fundamentos do currículo integrado pelos professores e as práticas pedagógicas relatadas, permite inferir que não ocorre a materialização concreta do ensino médio integrado no IFRN e, sim, que apenas algumas ações didáticas, não sistematizadas nem planejadas coletivamente, concorrem para esse fim.Palavras-chave: Ensino médio integrado. Currículo Integrado. Práticas Pedagógicas.TEACHING IN INTEGRATED AVERAGE IN THE FEDERAL INSTITUTE OF RIO GRANDE DO NORTE: the perspective of teachersAbstract: The article discusses the issue professional education. The aim is to analyze how the IFRN is materializing, according to the vision of the teachers, the curriculum proposal of high school courses integrated in Electrical, Building, Agroecology, Food and Compute Science. Methodologically, the study is included in the qualitative category, of exploratory character, having the dialectic as conductor of the analyses. The information sources are the pedagogical political project 2004, course plans, the questions that deal only with curricular integration, taken from the printed questionnaire applied to 186 teachers and the semi-structured interviews, carried out individually with 10 of them, two of each course. Failure ownership of the design and foundations of the integrated curriculum by teachers and related pedagogical practices, allowed us to infer that doesn’t occur the concrete materialization of the integrated high school in IFRN and, yes, that only a few didactic actions, not systematic or planned collectively, contribute to this purpose.Keywords: Integrated High School. Integrated Curriculum. Pedagogical Practices. LA ENSEÑANZA SECUNDARIA INTEGRADA EN EL INSTITUTO FEDERAL DE RIO GRANDE DO NORTE: la perspectiva de los profesores Resumen: El artículo aborda el problema de la educación profesional. El objetivo es analizar cómo el IFRN está materializando, según la perspectiva de los docentes, la propuesta curricular de los cursos de la enseñanza secundaria integrados en Eléctrica, Arquitectura, Agroecología, Alimentos y Tecnología de la Información. Metodológicamente, el estudio se incluye en la categoría cualitativa, de carácter exploratorio, teniendo la dialéctica como hilo conductor de los análisis. Las fuentes de información son el proyecto político pedagógico de 2004, los planes de los cursos, los asuntos que tratan solamente de integración curricular, tomadas del cuestionario impreso administran a 186 maestros y entrevistas semiestruturas llevaron a cabo de forma individual con 10 de ellos, dos de cada curso. La falta de apropiación de la concepción y fundamentos del currículo integrado por los profesores y las prácticas pedagógicas relatadas, permiten inferir que no ocurre la materialización concreta de la enseñanza secundaria integrada en el IFRN, solamente algunas acciones didácticas, no sistematizadas ni planeadas colectivamente, compiten para este fin.Palabras clave: Enseñanza Secundaria Integrada. Currículum Integrado. Prácticas Pedagógicas. 

scholarly journals ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DO RIO GRANDE DO NORTE: a perspectiva dos professores

2017 ◽  
Vol 23 ◽  
pp. 139
Author(s):  
José Moisés Nunes da Silva
Keyword(s):  
High School ◽  
Computer Science ◽  
Professional Education ◽  
Integrated Curriculum ◽  
Information Sources ◽  
Rio Grande ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Curricular Integration ◽  
Federal Institute

O artigo discute a temática educação profissional. O objetivo é analisar como o IFRN vem materializando, segundo a visão dos próprios docentes, a proposta curricular dos cursos de ensino médio integrado em Eletrotécnica, Edificações, Agroecologia, Alimentos e Informática. Metodologicamente, o estudo se insere na categoria qualitativa, de caráter exploratório, tendo a dialética como fio condutor das análises. As fontes de informações são o projeto político pedagógico de 2004, os planos dos cursos, as questões que tratam apenas da integração curricular, retiradas do questionário impresso aplicado a 186 professores e as entrevistas semiestruturas, realizadas individualmente com 10 deles, sendo dois de cada curso. A não apropriação da concepção e fundamentos do currículo integrado pelos professores e as práticas pedagógicas relatadas, permite inferir que não ocorre a materialização concreta do ensino médio integrado no IFRN e, sim, que apenas algumas ações didáticas, não sistematizadas nem planejadas coletivamente, concorrem para esse fim.Palavras-chave: Ensino médio integrado. Currículo Integrado. Práticas Pedagógicas.TEACHING IN TECH HIGH SCHOOLS IN THE FEDERAL INSTITUTE OF RIO GRANDE DO NORTE: teacher perspectivesAbstract: The article discusses professional education. The aim is to analyze how IFRN is materializing according to the vision of teachers, the curriculum proposal of high school courses integrated in Electrotechnology, Agroecology, Food and Computer Science. Methodologically, the study falls into the qualitative category, of exploratory character, having the dialectic as conductor of the analyses. The information sources are the 2004 political pedagogical project, course plans, questions that deal only with curricular integration, taken from the printed questionnaire applied to 186 teachers and the semi-structured interviews, carried out individually with 10 of them, two from each course. Non-appropriation of the design and foundations of the integrated curriculum by teachers and related pedagogical practices allowed us to infer that concrete materialization of the integrated high school doesn’t occur in IFRN and, yes, that only a few didactic actions, not systematic or planned collectively, contribute to this purpose. Keywords: Integrated High School. Integrated Curriculum. Pedagogical Practices.LA ENSEÑANZA SECUNDARIA INTEGRADA EN EL INSTITUTO FEDERAL DE RIO GRANDE DO NORTE: la perspectiva de los profesoresResumen: El artículo aborda el problema de la educación profesional. El objetivo es analizar cómo el IFRN está materializando, según la perspectiva de los docentes, la propuesta curricular de los cursos de la enseñanza secundaria integrados en Eléctrica, Arquitectura, Agroecología, Alimentos y Tecnología de la Información. Metodológicamente, el estudio se incluye en la categoría cualitativa, de carácter exploratorio, teniendo la dialéctica como hilo conductor de los análisis. Las fuentes de informaciones son el proyecto político pedagógico de 2004, los planes de los cursos, los asuntos que tratan solamente de integración curricular, tomadas del cuestionario impreso, sometido a 186 maestros, y entrevistas semiestructuradas, realizadas de forma individual con 10 de ellos, dos de cada curso. La falta de apropiación de la concepción y fundamentos del currículo integrado por los profesores y las prácticas pedagógicas relatadas permiten inferir que no ocurre la materialización concreta de la enseñanza secundaria integrada en el IFRN, solamente algunas acciones didácticas, no sistematizadas ni planeadas colectivamente, compiten para este fin.Palabras clave: Tech High School. Integrated Curriculum. Pedagogical Practices.

scholarly journals A clinical educator’s experience using a virtual patient to teach communication and interpersonal skills

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Frank Banszki ◽  
Janet Beilby ◽  
Michelle Quail ◽  
Peter Allen ◽  
Shelley Brundage ◽  
...  
Keyword(s):  
Learning Environment ◽  
Clinical Education ◽  
Interpersonal Skills ◽  
Virtual Learning ◽  
Virtual Patient ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Clinical Placements

The purpose of this study was to explore one novice clinical educator’s experiences with training essential communication and interpersonal skills using a virtual patient. Over 3 weeks, the clinical educator (CE) delivered a series of half-day clinical placements to students using an educator-controlled virtual patient, depicting an older adult male with mild dementia. Students completed one 15-minute session interacting with the virtual patient in the virtual learning environment (VLE), followed by a group debrief/discussion session. Prior to, during and after delivering the clinical placements, the CE engaged in semi-structured interviews, where she was prompted to reflect on her pedagogic approach and practice. Thematic analysis revealed six themes underpinning the CE’s unique narrative: pedagogical control, validation of pedagogical practice, safety in the virtual learning environment, learning pedagogical practices, self-reflection, and adult education. The CE described how being immersed in the VLE allowed her to confidently deliver training. The findings have implications for the future training of CEs who will provide clinical education using VLEs in clinic settings.

What Drives the Configuration of Information Technology Projects? Exploratory Research in 10 Organizations

2003 ◽  
Vol 18 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Andrew Martin
Keyword(s):  
Information Technology ◽  
New Technologies ◽  
Exploratory Research ◽  
It Services ◽  
Structured Interviews ◽  
Information Systems Success ◽  
Information Technology Projects ◽  
Technology Project ◽  
Information Technology Project ◽  
The Uk

The development of high quality technical systems is an ongoing important element of information systems success. This paper investigates the current practice of information technology project configuration from a management viewpoint. It is based on a series of semi-structured interviews across a range of medium to large organizations in the UK, including both users and providers of IT services. It finds that project requirements, strategic IT policies, risk management, pragmatic considerations, the managed exploitation of experience and the managed adoption of new technologies drive individual project configuration. The paper proposes a new integrated model that explicitly identifies the drivers of project configuration management. It illustrates the model using a published case study and generates directions for further research and implications for practitioners.

scholarly journals Letramento literário na EaD: rodas de conversa em Literaturas Africanas de Língua Portuguesa

2016 ◽  
Vol 9 (1) ◽  
pp. 108-119
Author(s):  
Giselle Larizzatti Agazzi ◽  
Maria Teresa Ginde De Oliveira ◽  
Débora Reffi De Souza
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
New Technologies ◽  
African Literature ◽  
Virtual Learning ◽  
Theoretical Framework ◽  
Virtual Learning Environment ◽  
Academic Environments ◽  
The Right ◽  
Literary Experience

RESUMO: O artigo pretende apontar para os alcances da EaD na democratização do conhecimento de modo geral e, mais especificamente, na promoção da formação do leitor literário. Refletindo sobre a ferramenta fórum e as rodas de conversa em Literaturas Africanas de Língua Portuguesa, busca-se evidenciar que o docente, quando atua como mediador no Ambiente Virtual de Aprendizagem (AVA), pode promover o alargamento e o aprofundamento da experiência literária dos alunos, garantindo-lhes o “direito à literatura”. A discussão do referencial teórico procura amparar as considerações sobre os alcances das novas tecnologias acerca da promoção da experiência literária nos ambientes acadêmicos, a qual tem sido gradativamente substituída pelos estudos extraliterários que envolvem a obra.PALAVRAS-CHAVE: educação a distância; letramento literário; literaturas africanas de língua portuguesa; rodas de conversa.  ABSTRACT:This article aims at pointing to the reaches of Distance Education in the democratization of the knowledge in general and, more specifically, in the promotion of the literary reader formation. Reflecting about the tool “forum” and the “Chat groups” on African Literature of Portuguese language, it is sought to evidence that the professors, when work as mediators in the Virtual Learning Environment (VLE), can promote the extension and the depth of the students’ literary experience, which guarantee to them “the right to literature”. The discussion of the theoretical framework aims at supporting the considerations about the range of the new technologies on the promotion of the literary experience in the academic environments, which has been gradually replaced by extra-literary studies that involve the work.KEYWORDS: distance education; literary literacy, African literature of Portuguese language; chat groups.

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