Social Sciences

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Expanded School: Cultural Convergence and Teacher’s Online Education

Received: 29 October 2016    Accepted: 05 November 2016    Published: 06 January 2017
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Abstract

The presented work invites the reader to engage with the proposed Expanded School, deterritorialized from time and space of higher education institutions. The experience of the teacher training in the course “Methodology to quality in online learning” with the participation of five universities (one in North America, two in Latin America, and two in Europe) will be reported and analyzed in order to gather and understand the difficulties and advances in reference to teaching practice in online education and then propose new education systems and assess the quality of interaction in respect to online learning. The context of education in transition from industrial and post-industrial society and an online education proposal allowing the school expansion to have experiences that go beyond their territory delimited by the classroom and walls will be presented. By the school expansion to the Web 2.0, the virtual learning spaces potentiate also new pathways that lead teachers and students to review how learning occurs in cyberculture.

DOI 10.11648/j.ss.s.2016050601.15
Published in Social Sciences (Volume 5, Issue 6-1, December 2016)

This article belongs to the Special Issue Re-Imagine Education for Social Improvement

Page(s) 35-41
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Expanded School, Online Teacher Education, Collaborative Spaces for Education

References
[1] SILVA, Bento (2001). A tecnologia é uma estratégia. In Paulo Dias & Varela de Freitas (org.). Actas da II Conferência Internacional Desafios 2001. Braga: Centro de Competência da Universidade do Minho do Projecto Nónio. 2001, p. 7.
[2] GÓMEZ, Ángel I Pérez. Educação na Era Digital: a escola educativa. Porto Alegre: Penso, 2016, p. 85.
[3] GÓMEZ, Ángel I Pérez. Educação na Era Digital: a escola educativa. Porto Alegre: Penso, 2016, p. 95.
[4] ASSMANN, Hugo. Dos Paradigmas a Configurações Epistêmicas Complexas. Chaves para um Pensamento Transdisciplinar: Auto-Organização — Autopoiése — Complexidade, 1996, p. 198.
[5] COSME, Adriana; TRINDADE, Rui. Reinventar o trabalho docente: possibilidades, desafios e equívocos. Complexidade e Transdiciplinaridade: novas perspectivas teóricas e práticas para a formação de professores. Curitiba: Appris, 2015, p. 260-261.
[6] COSME, Adriana; TRINDADE, Rui. Reinventar o trabalho docente: possibilidades, desafios e equívocos. Complexidade e Transdiciplinaridade: novas perspectivas teóricas e práticas para a formação de professores. Curitiba: Appris, 2015, p. 80.
[7] COSME, Adriana; TRINDADE, Rui. Reinventar o trabalho docente: possibilidades, desafios e equívocos. Complexidade e Transdiciplinaridade: novas perspectivas teóricas e práticas para a formação de professores. Curitiba: Appris, 2015, p. 267.
[8] WEISSBERG, Jean-Louis. Do Real ao Virtual. In PARENTE, Andre. Imagem-máquina. Na Era das tecnologias do virtual. Rio de Janeiro, Ed 34, Coleção Trans, 1993, p. 121.
[9] HARDAGH, Claudia Coelho. Escola Expandida: Aprendendo fora da caixa. In GIORA, Regina C. F. A.(org). Diversidade Cultural e Criatividade. Taubaté – SP: Editora e livraria Cabral Universitária, 2015, p. 107.
[10] COSTA, Fernando Albuquerque (org). Que competências devem ter educadores e professores? Repensar a TIC na educação. Portugal: Santillana, 2012, p. 96-97.
[11] GÓMEZ, Ángel I Pérez. Educação na Era Digital: a escola educativa. Porto Alegre: Penso, 2016, p. 19.
Author Information
  • Postgraduation Program in Education, Art and History of Culture, Universidade Presbiteriana Mackenzie, S?o Paulo, Brazil

  • Pedagogical Assistance Coordination, Universidade Presbiteriana Mackenzie, S?o Paulo, Brazil

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  • APA Style

    Claudia Coelho Hardagh, Ana Lucia de Souza Lopes. (2017). Expanded School: Cultural Convergence and Teacher’s Online Education. Social Sciences, 5(6-1), 35-41. https://doi.org/10.11648/j.ss.s.2016050601.15

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    ACS Style

    Claudia Coelho Hardagh; Ana Lucia de Souza Lopes. Expanded School: Cultural Convergence and Teacher’s Online Education. Soc. Sci. 2017, 5(6-1), 35-41. doi: 10.11648/j.ss.s.2016050601.15

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    AMA Style

    Claudia Coelho Hardagh, Ana Lucia de Souza Lopes. Expanded School: Cultural Convergence and Teacher’s Online Education. Soc Sci. 2017;5(6-1):35-41. doi: 10.11648/j.ss.s.2016050601.15

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  • @article{10.11648/j.ss.s.2016050601.15,
      author = {Claudia Coelho Hardagh and Ana Lucia de Souza Lopes},
      title = {Expanded School: Cultural Convergence and Teacher’s Online Education},
      journal = {Social Sciences},
      volume = {5},
      number = {6-1},
      pages = {35-41},
      doi = {10.11648/j.ss.s.2016050601.15},
      url = {https://doi.org/10.11648/j.ss.s.2016050601.15},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ss.s.2016050601.15},
      abstract = {The presented work invites the reader to engage with the proposed Expanded School, deterritorialized from time and space of higher education institutions. The experience of the teacher training in the course “Methodology to quality in online learning” with the participation of five universities (one in North America, two in Latin America, and two in Europe) will be reported and analyzed in order to gather and understand the difficulties and advances in reference to teaching practice in online education and then propose new education systems and assess the quality of interaction in respect to online learning. The context of education in transition from industrial and post-industrial society and an online education proposal allowing the school expansion to have experiences that go beyond their territory delimited by the classroom and walls will be presented. By the school expansion to the Web 2.0, the virtual learning spaces potentiate also new pathways that lead teachers and students to review how learning occurs in cyberculture.},
     year = {2017}
    }
    

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    AU  - Ana Lucia de Souza Lopes
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    AB  - The presented work invites the reader to engage with the proposed Expanded School, deterritorialized from time and space of higher education institutions. The experience of the teacher training in the course “Methodology to quality in online learning” with the participation of five universities (one in North America, two in Latin America, and two in Europe) will be reported and analyzed in order to gather and understand the difficulties and advances in reference to teaching practice in online education and then propose new education systems and assess the quality of interaction in respect to online learning. The context of education in transition from industrial and post-industrial society and an online education proposal allowing the school expansion to have experiences that go beyond their territory delimited by the classroom and walls will be presented. By the school expansion to the Web 2.0, the virtual learning spaces potentiate also new pathways that lead teachers and students to review how learning occurs in cyberculture.
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