RESIGNIFICATIONS OF TEACHING PRACTICES IN HIGHER EDUCATION BASED ON ONLINE EDUCATION PRINCIPLES.

In this article, we report an experience in a training course conducted with the aim of developing competence in designing a class based on the Principles of Online Education. Through the course, we seek to understand how university professors give new meaning to their online educational practices. We chose the epistemology of practice and research with the teaching experience to think about the teachers' narratives throughout the course, especially those related to the classes that the teachers give, how they rethought, updated and gave them new meanings. We understand that resignifications occur through multiple processes of estrangement, self-reflective practices, the deconstruction of a mindset, reconstruction of theoretical-epistemic-methodological assumptions and construction of new teaching knowledge. We conclude that the discussion about online education and its principles have the potential to give new meaning to teachers' practices. [ABSTRACT FROM AUTHOR]