Virtual learning environment and school attendance: a possible integration in teachers’ education

This paper presents the result of a study on processes of interaction and mobilization identified in students in a Mathematics Degree attendance course using resources from the virtual learning environment. The focus of this study is on the mobilization of curricular knowledge under a perspective of pedagogical practice in interaction established with the use of chat and diary. The analysis was based on Thompson (2004), Primo (2008), Silva (2010), Scherer (2005), Charlot (2000), among others. Results reveal that there was mobilization of knowledge through mutual interactions and the existence of a learning reflective movement which implied conceptual construction, that the integration of tools available in virtual environments to the attendance environment optimized communication and the interaction between teacher students and among students, broadening the learning processes beyond the space and time of lessons, creating the effect of an ‘expanded classroom’