Formative experience mediated by virtual learning environment: science and mathematics teachers’ education in the amazon region

This article reports results of a qualitative research, in the narrative modality. We investigated the formative experiences of teachers of Mathematics and Science through distance learning in the Amazon region, experienced in a course through the Virtual Learning Environment (VLE). We investigated under what conditions this education experience was a catalyst for teachers’ reflections on the Amazonian context of teaching science and mathematics. By using Discursive Textual Analysis some categories e merged: graduating in the Amazon region: obstacles and confrontations; AVA and Technologies: meaning (s) of the education experience and the impact of the experience in the perceptions of teachers’ practices and training. The analysis of the results reveals the obstacles to the training in this context. The dynamics experienced by the use of VLE technologies and of the teachers reverberated methodological insights regarding the use of technology in teaching practices, indicating also the VLE as an alternative of (self) education on the Amazon reality