STUDENTS' PERCEPTION OF REMOTE INTERACTIONAL PROCESSES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: SOCIO-COGNITIVE AND DIDACTIC-PEDAGOGICAL ASPECTS

In this study, we investigate the perception of students from the Pocos de Caldas campus of IFSULDEMINAS on the interactional processes developed with the implementation of the remote regime in Professional and Technological Education. Therefore, we carried out a case study in which 122 students participated. We used a survey, whose analyzes were based on: the calculation of percentage frequencies of participants' responses and in the categories of interaction channels, socio-cognitive role of interaction and interactive status of teaching strategies. The results reveal the heterogeneity of interaction channels between teachers and students; the recognition of the instrumental nature of the interaction, as well as the importance of mediation, dialogism and face-to-face communicational relationships for educational practices; the effectiveness of using the institutionalized tool and the synchronous class, as well as the possibility that the pedagogical and communicational practices used in remote education lead to the interactional exchanges necessary for learning.