The construction of pedagogical knowledge: higher education teachers and the Virtual Learning Environment

Abstract

The article presents the results of a PhD research project conducted at the Graduate Studies Program in Education of the Universidade do Vale do Rio dos Sinos. It focuses mainly on understanding what pedagogical knowledge professors acquired and constructed in the use of the Virtual Learning Environment. Thus, it discusses pedagogical knowledge and communication and information technologies. It explores continued education as a possible locus of learning, sharing and cooperation among the learners. The main authors referred to Cunha (1990, 1998, 2003, 2004), Santos (1999), Tardif (2000, 2002), Pimenta, Anastasiou e Cavallet (2002), Fagundes (1999), Lucarelli (2000) Albero (2004). The space of discussion and learning that the research was based on was the Pilot-Projects In Action Community, where the professors who accepted to participate in the research project were extending their teacher training. The project included an exploratory study, with semi-structured interviews, written and oral narratives and a meeting, and the data were reviewed, broadened and discussed. From the research results, I chose two aspects that complement each other in the relation of the construction of pedagogical knowledge in the use of technologies in education. One is the finding that the continued training and a process of exchange of experience constituted a relevant basis in the construction of pedagogical knowledge. The other one is that the logic of the Virtual Learning Environment, allied to the training process that was undertaken, provoked a rupture of the paradigm and culture of educational action.

Key words: pedagogical knowledge, communication and information technologies, university education, teacher training.