Social Representations of Teaching and Learning in Distance Education

This paper presents an analysis of the views of teachers and students about the relationship between teaching and learning in the form of distance education from a college of higher learning. This research is on a case study with exploratory guided the theoretical framework of social representations. The study included nineteen ninety teachers and students of the seventh semester of the Distance Education Pedagogy - Class 2006/1. The methodological strategies used in data collection were the technique of free association through the instrument complementing sentences, a questionnaire with open and closed questions and a semistructured interview. The Evoc program was used to organize the data instrument complementing sentences. Data were coded and tabulated quantitatively and qualitatively. Held adapting the technique of content analysis of Bardin for subjective data. From the results obtained, it was found that the opinions of both groups have a structure which involved positive and negative with respect to the object of research investigated elements. It was found that the opinions of teachers and students participating in this research about teaching and learning in distance education mode, are anchored to the traditional teaching model. It was evident thus the need for demystification of paradigms on the DL that are still present in the position of students and teachers.