Conexões e controvérsias: ambientes virtuais de aprendizagem como mediadores tecnológicos em uso pela rede pública estadual de ensino do Amazonas

Abstract

The thesis is the result of research in which we analyze with the Actor-Network Theory (TAR) the connections and controversies of the use of Virtual Learning Environments (VLEs) within the Amazonas State Public Education Network and considers that the VLEs act as mediators or intermediaries in the process of continuing education of teachers who participate. It is aligned with the studies of the research line "Educator's Formation and Praxis Facing the Amazonian Challenges" of the Graduate Program in Education of the Federal University of Amazonas and raises questions regarding the use of VLEs in distance education for continuing education of teachers facing the Amazonian challenges. Thus, we enter the network that constitutes the problematic field through the controversial adaptation of the Virtual Learning Environment called AVA SEDUC, from the State Department of Education and Sports of Amazonas, to meet the continuing education demands of the Pe. José de Anchieta Professional Training Center (CEPAN). The research has predominantly qualitative characteristics, and had in the principles of the cartographic method in Deleuze and Guattari (1995; 2000) and in the theoretical-methodological orientations present in TAR the clues to follow the understood actors and the human and non-human actors in their networks of associations. The theoretical intersections of TAR, in the propositions of Bruno Latour (1994; 1997; 2000; 2001; 2014), his collaborators and his commentators, were linked to the knowledge concerning the technological relationship and the construction of knowledge in Pierre Lévy (1993; 1999), in addition to the contributions of authors who discuss this relationship with Distance Education and Virtual Learning Environments. To accomplish this follow-up, connected to the theoretical-methodological orientations of TAR, we conducted semi-structured interviews and empirical analysis in three articulated movements: Application of Ergopedagogical Checklist in Silva (2002), Usability Test in Cybis (2015), based on ergonomic criteria in Scapin and Bastien (1993) and ISO Standard 9241, and Post-Test Interview, with application of Satisfaction Level Questionnaire. As a last movement, we performed an analysis of the Didactic Design, in Santos and Silva (2009), of a course offered in the AVA SEDUC environment. With TAR, we followed the initial controversy and its unfoldings that brought the construction of the thesis, as well as new actors strengthening the understanding with the findings and the analysis that the VLEs can act both as mediators and as intermediaries in the collective/network they participate.