INTERAÇÃO TUTOR-ALUNO NO CASO DA DISCIPLINA MATEMÁTICA PARA ADMINISTRADORES DO CURSO DE ADMINISTRAÇÃO PÚBLICA CESAD/UFS

• Main Authors: Marcio Batista Santos, Michely Santos Araujo, Ayslan Jorge Santos de Araujo, Bruna Monalisa Santana Santos
• Format: Article
• Language: Portuguese
• Published: Universidade de Brasília 2012-12-01
• Series: Revista Gestão & Saúde
• Subjects: Communication processes; mathematics; Moodle platform.
• Online Access: http://www.gestaoesaude.unb.br/index.php/gestaoesaude/article/view/335/pdf

Through e-mails and messages posted on the platform MOODLE is noted a difficulty in communication and interaction between tutors and students attending the course Mathematics for Administrators in the distance the course of Public Administration at the Federal University of Sergipe. It is necessary to analyze the processes by which the interaction takes place between tutor and student, and this interaction influences on student learning, listing the main difficulties faced by them in the course Mathematics for Administrators. This article aims to draw an overview of the tutor-student interaction on the Moodle platform established the Center for Distance Higher Education (CESAD) in Mathematics for administrators during the period 2012.1. To that end, we collected all the material available on the Moodle platform that supports the Virtual Learning Environment (AVA)of this institution: texts, messages ready in the forums, chats and distance activities. We performed a qualitative analysis of discourse for the data collected and developed a framework among the main difficulties and possibilities for improvement of the points addressed. Correa (2007) emphasizes the importance of tools that provide clear and direct dialogue among the subjects of teaching-learning process in distance education. Was possible to verify some of the problems presented in the communication process of this discipline in the absence a tool that allows the inclusion of mathematical formulas and symbols on the MOODLE platform. The inclusion of tools to use mathematical symbols and formulas allow an improvement in learning, the development of abilities and assimilation of concepts by students through a greater possibility of interaction with tutors, making the communication process more clear and dynamic.