Aprendizagens na educação a distância : caminhos de um processo autopoiético.

Abstract

The goal of this research was to analyze the main features of the students learning process in Distance Education. (EaD) and having as key the cognitive/affective components. The theoretical framework was built from the Paradigm of Complexity and Biology of Cognition with its central concept Autopoiesis. This choice was born from the possibility of connecting what has been separated from a non-fragmented knowledge, conceiving the inseparability of elements such as body and mind, subject and object, reason and emotion. From this theoretical framework I formulate a central research question revolving around what emerges as the learning process in distance education as a prerequisite and interactions in a Virtual Learning Environment. In this study, the subjects are understood as an integrated whole, not separating the interacting being/doing/knowing. The research is qualitative, presents a theoretical framework and applied methodology having two stages for construction of the data, individual interviews and interactions in a Virtual Learning Environment (Moodle), and subsequently analyzed through operatory marks. Establishing cohesion with the epistemological assumptions of complexity paradigm and the interaction / disturbance process of the subjects involved in research, I depart from the assumption of researcher and observer involved throughout the construction process and data analysis. The learning processes analyzed patronized the networking cognitive-affective, and gave clues that are enhanced from the interactions in convergences between being / living / knowing.