Projeto mentoria na formação continuada em cursos técnicos EaD : uma análise a partir da percepção dos docentes participantes

Abstract

Distance Education is a highly relevant and practical teaching modality, with increasing courses and training programs offered at all levels. As a result, a growing number of teachers working in this context must continue their training with a focus on this reality. This paper presents a comprehensive analysis of a mentoring project aimed at the continuing training of teachers at a technical distance learning school. Through qualitative case study interviews with four mentored teachers, we sought to understand their perception of the continuing education project. The analysis, conducted using the Textual Discourse Analysis proposed by Moraes and Galiazzi (2016), revealed three new categories that present different understandings of the subject. Category 1 - Perceptions of the project demonstrated that the mentoring project, applied for the first time, demonstrated positive points and points for improvement. In addition, it revealed suggestions for improvement in future applications. Category 2 - Learning achieved: sharing practices showed that the learning that has occurred and identified stems from sharing practices between colleagues in all spheres of online teaching. Category 3: Mentor vs. Mentored Relationship indicated that continuing training conducted by more experienced teachers has the potential for significant impact, as there is a connection between the teachers and a greater level of empathy. Based on these results, it is clear that online teaching presents specific challenges unique to its teaching modality. Therefore, it is essential to continue teacher training programs for this audience. We learned significant lessons about the mentoring methodology for continuing teacher training. Exchanging ideas with experienced colleagues in this type of teaching develops confidence, security, and creativity to solve problems unique to distance education. Moreover, organizing mentoring groups fosters greater empathy and involvement in continuing training. In conclusion, this work presents some options for continuation, which should have been pursued due to a lack of time or because it was not the aim of this research. Nonetheless, it is clear that the mentoring project for continuing teacher training has demonstrated its effectiveness and should be applied more widely within the education sector.