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Mulheres e formação docente em tempos de TIC: narrativas de experiências de inclusão, competências e empoderamento na UFPB virtual

Rita Cristiana Barbosa


The distance learning experiences developed in Brazil are mainly intended to train teachers who work in female teaching without the higher education and also meet the great demand for people who have no access to higher education, aggravated situation in distant places of the major cities and in the country's poorest states. Thus, distance education courses of teacher training have a student body composed mainly by working women that are over 30 years. Among the advantages of distance learning are: the use of Information and Communication Technologies (ICT); the flexibility of time and place to study; the expansion of the cognitive potential; and development skills. This socio-educational research, that has a qualitative approach, were inspired by the gender perspective and the feminist epistemology, aimed to know the experiences of female students and graduated students of the distance graduation courses for teachers offered by Universidade Federal da Paraíba – UFPB Virtual, highlighting issues of education and digital inclusion and the empowerment of gender at ICT. The option was the autobiographical narrative method and the corpus consisted of 90 women narratives constructed in many ways and at different times, from 2010 to 2014: by personal message via email, facebook and google drive; by personal message via Virtual Learning Environment (VLE) - Moodle; the student’s diaries in VLE; and profiles of the students in the VLE. The collected narratives were analyzed by discursive textual analysis method. The interpretive dialogue included the dialogue between the research subjects, the researcher and authors like Helen Fisher, Cecilia Castaño, Rena Palloff and Keith Pratt, Gypsy Abbott and Lisa Bievenue among others, highlighting the personal contexts, professional and geographical of the female students; the difficulties of reconciling motherhood, marriage, domestic work, wage labour and teacher training; and new learning and empowerment gains from the distance education. We conclude that, in addition to the construction of formal knowledge, important for the improvement of pedagogical practices of female teachers, womens acquire selfconfidence with the use of ICT by the necessity usage required by the mode, and develop cognitive skills, operational, social-emotional and womanly, understood as the capabilities that make up the network thinking, more characteristic of women. This allows reducing the digital gender gap, the recreation of their identities and the enhancement of many types of empowerment.
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