Interaction and Dialogicity in Distance Education

Abstract

This study aims to understand how interactions develop in distance learning teacher education programs at a Brazilian public university. The relevance of this study is based on the growing trend of Distance Education (DE) in Brazil, which has seen an increase in enrollments. However, in contrast to this growth, the low quality of interactional relationships has concerned researchers in the field. Therefore, researching interactions within the scope of DE becomes fundamental, as the centrality of teaching and learning processes in virtual environments largely depends on these relationships. This investigation adopts a qualitative approach, with data constructed from discussion forums of three curricular components offered in different distance learning teacher education programs. The study found that interactions, from the perspective of dialogicity, were developed based on a critical pedagogy that integrates problematizing issues intertwined with the realities of the subjects. It was also noted that the employed pedagogy requires intense involvement from the course team, which, through individualized support, enables the construction of knowledge as well as the review and expansion of the content covered, engaging students and enabling emancipatory education.

Keywords: Interaction. Dialogicity. Distance education.