Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem ; Initial teacher formation with a focus on the Blended Learning system in a virtual learning environment ; Formación inicial de profesores con enfoque en el sistema Blended Learning en ambiente virtual de aprendizaje

This master’s dissertation is linked to the Research Line "Teaching, Knowledge and Professional Development" – Postgraduate Program in Education (PPGE), Federal University of Santa Maria (UFSM) and the Study Group on Education in Digital Culture and Formation Networks (GPKosmos). It presents as a general objective "to understand how teacher’s formers and teachers in initial formation perceive the integration between face-to-face teaching and Virtual Learning Environment (AVA), in this case AVA MOODLE (Modular Object-Oriented Dynamic Learning Environment)." The research theme articulates three referential concepts: Initial teacher formation, virtual learning environment and Blended Learning (BL) - hybrid or combined learning system. The population covered professors and students of the undergraduate courses of the UFSM, having cut in the Full Degree in Pedagogy, face-to-face, night time, established in the Education Center (CE). This is research in education with qualitative and descriptive approach and discursive textual analysis (DTA). The search of the information with the protagonists was done through an online questionnaire, of the Google Form type, with questions translated and used by EDUCAUSE Center for Analysis and Research, being that the type of form adopted facilitated the treatment of the information, triangulated later in the ATD. With the results, it is postulated the importance of answer the actual demands of initial teachers’ formation mediated by educational technologies, especially regarding the search for new university pedagogies, highlighting the contributions of the Blended Learning System as a possibility of qualification of the formative process. The theoretical study and the studied reality, demonstrated that the teaching strategies used in the BL compromise the students with the previous preparation of the class contents, reserving the time and the space presences for dialogic and cooperative activities, expanding the universe of the student experience in the context of initial ...