Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional
Ano de defesa: | 2011 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/9580 |
Resumo: | Just after the Policy and Foundations of National Education Law (LDB) publication, it was started in Brazil, a perceivable growing in the offering of face-to-face undergraduate courses and, in the years that followed, there was an exponential growth in distance learning programs, offered by higher education organizations, public and private, authorized to such offering. Such organizations should submit, at least, two different and complementary processes for approval: an institutional authorization process for distance education and a specific process for each undergraduate course to be offered through distance learning. There was a clear and recurring oscillation in the evaluation forms used in such processes and also a search for a unique definition for distance education in higher education, which should consider theoretical and methodological approaches, policies and all the rules for distance education. In such scenario, this thesis is the result of a research about distance education on Brazilian higher education, focusing on regulation and evaluation. Starting from the epistemological fundamental principles of authors, three different and complementary approaches are displayed: humanist, technicist and economicist. Such theoretical assumptions contribute in order to ground the research. The policies, technology and distance education concepts are also presented in a dialectic way, aiming to corroborate the interdependence between policy and technology. The main goals of this work are to analyze the oscillations in regulation, from 1996 until 2010, as a consequence of explicit policies in evaluation forms; and also to answer under which fundamentals were elaborated the evaluation forms for institutional authorization process and courses authorization, specifically for distance learning undergraduate courses. It is made through the search of a relationship between indicators, fundamentals and policies, and analysis categories, which are kept in the evaluation documents and in the specific. Finally, some reflections are made, matching the authors to the legal foundations, the policies to the practical experience as a researcher for more than fourteen years in the field of distance education |
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Almeida, Fernando José dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4750741A7Lobo, Márcia Eunice2016-04-27T14:30:41Z2011-06-132011-05-23Lobo, Márcia Eunice. Evaluation and regulation of distance learning in brazilian higher education: a perspective of the institutional authorization processes. 2011. 251 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/9580Just after the Policy and Foundations of National Education Law (LDB) publication, it was started in Brazil, a perceivable growing in the offering of face-to-face undergraduate courses and, in the years that followed, there was an exponential growth in distance learning programs, offered by higher education organizations, public and private, authorized to such offering. Such organizations should submit, at least, two different and complementary processes for approval: an institutional authorization process for distance education and a specific process for each undergraduate course to be offered through distance learning. There was a clear and recurring oscillation in the evaluation forms used in such processes and also a search for a unique definition for distance education in higher education, which should consider theoretical and methodological approaches, policies and all the rules for distance education. In such scenario, this thesis is the result of a research about distance education on Brazilian higher education, focusing on regulation and evaluation. Starting from the epistemological fundamental principles of authors, three different and complementary approaches are displayed: humanist, technicist and economicist. Such theoretical assumptions contribute in order to ground the research. The policies, technology and distance education concepts are also presented in a dialectic way, aiming to corroborate the interdependence between policy and technology. The main goals of this work are to analyze the oscillations in regulation, from 1996 until 2010, as a consequence of explicit policies in evaluation forms; and also to answer under which fundamentals were elaborated the evaluation forms for institutional authorization process and courses authorization, specifically for distance learning undergraduate courses. It is made through the search of a relationship between indicators, fundamentals and policies, and analysis categories, which are kept in the evaluation documents and in the specific. Finally, some reflections are made, matching the authors to the legal foundations, the policies to the practical experience as a researcher for more than fourteen years in the field of distance educationApós a publicação da Lei de Diretrizes e Bases da Educação Nacional (LDB), em 1996, iniciou-se, no Brasil, um movimento de expansão no ensino superior, e, nos anos que se seguiram, percebeu-se um incremento na oferta de cursos de graduação a distância, em consequência do credenciamento institucional de instituições de ensino superior (IES) públicas e privadas. Assim, tais IES deveriam passar por dois processos articulados: um de credenciamento institucional para EAD, e outro específico de autorização para cada curso a ser oferecido, além de terem de cumprir outros requisitos. As avaliações eram realizadas por meio de formulários específicos, denominados instrumentos de avaliação em verificação in loco das condições institucionais e de oferta de cursos. Esse processo para EAD ocorria de acordo com a política e com a regulação vigentes no momento das avaliações, de modo que eram percebidas mudanças recorrentes nos instrumentos de avaliação propostos, bem como a busca por um fundamento sobre o conceito de educação a distância e sobre quais princípios deveriam ser pautadas as políticas, as avaliações e todo o regramento para a modalidade. Nesse cenário, esta tese trata da EAD no ensino superior brasileiro, sob a ótica da avaliação e da regulação. Partindo das bases epistemológicas de autores que influenciaram a EAD brasileira, evidenciam-se tendências humanistas, tecnicistas e economicistas, que contribuem de forma a fundamentar a pesquisa. Apresenta-se, ao longo do trabalho, a evolução das políticas e os conceitos de tecnologia e de educação a distância, de forma dialética, visando a comprovar a interdependência entre política e tecnologia. A partir de um resgate histórico das formas de avaliação de cursos para a modalidade e de credenciamento institucional, no período pós-LDB, busca-se analisar as oscilações da regulação e suas influências. Com um horizonte de pesquisa que compreende os anos de 1996 até 2010, pretende-se verificar sob quais fundamentos foram elaborados os formulários de credenciamento e de autorização de cursos superiores a distância, concatenando e relacionando indicadores, diretrizes e categorias de análise que constam desses documentos e da legislação específica. Por fim, reunindo os autores à base legal, propõem-se reflexões e considerações permeadas pelas políticas e pela práxis geradas nesses 14 anos de educação a distânciaConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22585/Marcia%20Eunice%20Lobo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoRegulaçãoAvaliaçãoEADTecnologiaPolíticas públicasRegulationEvaluationDistance educationTechnologyPublic policiesCNPQ::CIENCIAS HUMANAS::EDUCACAOAvaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucionalEvaluation and regulation of distance learning in brazilian higher education: a perspective of the institutional authorization processesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMarcia Eunice Lobo.pdf.txtMarcia Eunice Lobo.pdf.txtExtracted texttext/plain424052https://repositorio.pucsp.br/xmlui/bitstream/handle/9580/3/Marcia%20Eunice%20Lobo.pdf.txtdfd91fec0043746baf145917b4d7e35aMD53ORIGINALMarcia Eunice Lobo.pdfapplication/pdf4503666https://repositorio.pucsp.br/xmlui/bitstream/handle/9580/1/Marcia%20Eunice%20Lobo.pdfa7d69c4295714bf3bf448ea46863d0b0MD51THUMBNAILMarcia Eunice Lobo.pdf.jpgMarcia Eunice Lobo.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/9580/2/Marcia%20Eunice%20Lobo.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/95802022-04-19 16:00:48.633oai:repositorio.pucsp.br:handle/9580Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-19T19:00:48Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional |
dc.title.alternative.eng.fl_str_mv |
Evaluation and regulation of distance learning in brazilian higher education: a perspective of the institutional authorization processes |
title |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional |
spellingShingle |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional Lobo, Márcia Eunice Regulação Avaliação EAD Tecnologia Políticas públicas Regulation Evaluation Distance education Technology Public policies CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional |
title_full |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional |
title_fullStr |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional |
title_full_unstemmed |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional |
title_sort |
Avaliação e regulação da educação a distância no ensino superior brasileiro: um olhar sobre os processos de credenciamento institucional |
author |
Lobo, Márcia Eunice |
author_facet |
Lobo, Márcia Eunice |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Fernando José de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4750741A7 |
dc.contributor.author.fl_str_mv |
Lobo, Márcia Eunice |
contributor_str_mv |
Almeida, Fernando José de |
dc.subject.por.fl_str_mv |
Regulação Avaliação EAD Tecnologia Políticas públicas |
topic |
Regulação Avaliação EAD Tecnologia Políticas públicas Regulation Evaluation Distance education Technology Public policies CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Regulation Evaluation Distance education Technology Public policies |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Just after the Policy and Foundations of National Education Law (LDB) publication, it was started in Brazil, a perceivable growing in the offering of face-to-face undergraduate courses and, in the years that followed, there was an exponential growth in distance learning programs, offered by higher education organizations, public and private, authorized to such offering. Such organizations should submit, at least, two different and complementary processes for approval: an institutional authorization process for distance education and a specific process for each undergraduate course to be offered through distance learning. There was a clear and recurring oscillation in the evaluation forms used in such processes and also a search for a unique definition for distance education in higher education, which should consider theoretical and methodological approaches, policies and all the rules for distance education. In such scenario, this thesis is the result of a research about distance education on Brazilian higher education, focusing on regulation and evaluation. Starting from the epistemological fundamental principles of authors, three different and complementary approaches are displayed: humanist, technicist and economicist. Such theoretical assumptions contribute in order to ground the research. The policies, technology and distance education concepts are also presented in a dialectic way, aiming to corroborate the interdependence between policy and technology. The main goals of this work are to analyze the oscillations in regulation, from 1996 until 2010, as a consequence of explicit policies in evaluation forms; and also to answer under which fundamentals were elaborated the evaluation forms for institutional authorization process and courses authorization, specifically for distance learning undergraduate courses. It is made through the search of a relationship between indicators, fundamentals and policies, and analysis categories, which are kept in the evaluation documents and in the specific. Finally, some reflections are made, matching the authors to the legal foundations, the policies to the practical experience as a researcher for more than fourteen years in the field of distance education |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-06-13 |
dc.date.issued.fl_str_mv |
2011-05-23 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:30:41Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Lobo, Márcia Eunice. Evaluation and regulation of distance learning in brazilian higher education: a perspective of the institutional authorization processes. 2011. 251 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/9580 |
identifier_str_mv |
Lobo, Márcia Eunice. Evaluation and regulation of distance learning in brazilian higher education: a perspective of the institutional authorization processes. 2011. 251 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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