Palavras-chave
Relação com o Saber; Formação de Adultos; EaD
Autores
Abstract
This doctoral research in Education at UFSCar investigates the relationship to knowing of graduates from a lato sensu postgraduate Distance Education (DE) course, articulating Charlot’s Theory of the Relationship to Knowing (2000) with andragogy, cyberculture, and biographical research. It starts from the observation that DE has become a key mode of continuing education for adults, yet still faces the challenge of humanizing learning. The study asks whether DE can become more than a channel for content transmission, serving as a space for meaning-making and significant relations with knowing. A qualitative, phenomenological-hermeneutic case study is being conducted with graduates of the course From Public School to Another School (UFSCar, 2021). The corpus includes balances of knowing, biographical interviews, and virtual interaction records, analyzed through Discursive Textual Analysis. The research seeks to identify figures of learning and understand how graduates construct meaning in their formative experiences, offering theoretical and pedagogical contributions toward a more dialogical, meaningful, and humanized Distance Education centered on the learner.