ANDRAGOGIA NA UNIVERSIDADE ONLINE: NECESSIDADE DE SABER E PAPEL DA EXPERIÊNCIA NO ALUNADO DE MESTRADO DE PROFESSORADO
DOI:
https://doi.org/10.5944/ried.27.2.38799Palavras-chave:
Teoria da aprendizagem de adultos, ensino online, educação superiorResumo
A alta demanda atual de formação online, as elevadas taxas de abandono juntamente com a heterogeneidade do alunado que cursa mestrados nesta modalidade, exige atenção aos diferentes perfis e suas diversas formas de aprender. A andragogia fornece um quadro teórico para compreender as características dos estudantes adultos. O objetivo deste estudo é conhecer a distribuição das características do alunado do mestrado de formação do professorado de secundária de uma universidade online, mediante a autoidentificação dos estudantes com os princípios da aprendizagem adulta da andragogia de Knowles. Em particular, foca-se em dois dos princípios dessa teoria: a necessidade de saber e o papel da experiência. Utilizou-se um método misto. Foi desenhado um questionário que foi preenchido por 245 estudantes e realizaram-se entrevistas com os alunos sobre os itens do questionário. Realiza-se uma análise quantitativa descritiva e inferencial, que se complementa com uma análise qualitativa das respostas de cinco dos estudantes nas entrevistas. Os resultados indicam que não existem diferenças significativas nas características analisadas em termos de gênero e idade, exceto no papel da experiência em função da experiência laboral prévia em educação. Discutem-se algumas consequências metodológicas para a universidade online e para a teoria da aprendizagem adulta de Knowles.
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