Aplicação de mapa conceitual como recurso de trilha de aprendizagem para capacitação em atendimento educacional de profissionais do ensino a distância

Abstract

Distance education developed institutionally from the 19th century and with the technological advance, began to appropriate and integrate these technologies in their teaching, which resulted in its continuous consolidation and its current prominence in society and, consequently, the need to think / rethink the forms of action and the necessary training to the teacher and other professionals involved in distance education. In addition to the specific training in the area of professional work, in this context it became necessary to acquire knowledge in different areas, among them customer service, since, during the educational process, the student-tutor or tutor-pedagogue relationship, which happens through telephone or written assistance (email), has a direct impact on this link, being able, in negative cases, may even develop a certain sense of abandonment in both the student and the tutor. Given this, in this work a learning trail developed based on the pedagogical resource conceptual map, addressing the concepts related to educational service. The characteristics of the trails allow the flexibility of knowledge and the autonomy of learning, so that the professional traverses the knowledge that he considers relevant for his personal and professional formation. The learning path was applied over a three-week period in which distance learning professionals were encouraged to take the proposed readings and exercises (based on problem learning), plus a week of evaluation of the trail. From the data received by five volunteer respondents, it was possible to identify that the use of the structured learning trail on a conceptual map as training / updating of these professionals was satisfactory, one of the factors involved in this result is associated to the possibility of linking diverse study materials on the map and the guarantee of autonomy and flexibility for learning. In addition, such methodology allows points of attention to developed for the development of the trail, such as content, form of availability, monitoring and intervention items, as well as its evaluation and improvement based on the suggestions of the respondents themselves.