O Ambiente Virtual de Aprendizagem e sua incorporação na UFMT : em foco os cursos de Ciências Biológicas

Abstract

The influence of digital technologies is booming and represents a necessity in the most varied tasks of everyday life, as well as in the acquisition of information and learning of many individuals. Faced with this need, educational institutions have gradually incorporated the technologies into their educational practices, aiming at improving and evolving their pedagogical actions. The Virtual Learning Environments (AVA) are very efficient with possibilities of interaction, interactivity and adaptation to the most different contexts, purposes and educational levels. In this sense, when looking at the need for knowledge, learning and use of this Information and Communication Technology (ICT) in the educational, the Federal University of Mato Grosso (UFMT) proposed a training course for the institution's teachers, providing an opportunity to add knowledge to the AVA, so that this platform can be incorporated into its pedagogical practice. In the light of the above, this research has as general objective to analyze the incorporation of AVA Moodle in the Biological Sciences courses of UFMT, Cuiabá campus, as well as the main factors that interfere, limit or facilitate the use of these virtual environments in the pedagogical activities of the teachers of these courses. In methodological terms, we used the case study with a qualitative approach and for the development of the research a bibliographical review on the subject matter was carried out. We carried out a systematic review of the literature with research on the use of Moodle as a support for presential teaching in higher education. In the production of the data, we used the semi-structured interview together with a questionnaire to survey the profile of the teacher participating in the research. For data analysis, categories were created that encompass the institution's infrastructure, the profile, the training and the knowledge in AVA of the teachers. The results demonstrate that the teachers participating in the study have doctoral or masters level training in their respective training areas and perceive the various possibilities of using AVA Moodle in teaching didactic activities, however, these have not yet been implemented in the courses. In spite of this, they present a favorable posture to the continuity of the training process for the use of the platform considering that the training course gave basic and initial subsidies on this technology. There is a need to improve the network infrastructure (internet) and advance in the processes of training in pedagogical practices in the platform.