Ensino à distância (EAD): sua função enquanto política pública para a democratização do ensino superior

• Ano de defesa: 2019
• Autor(a) principal: Mello, Leonardo Henrique Santos
• Orientador(a): Mesquita, Maria Cristina das Graças Dutra
• Banca de defesa: Baldino, José Maria , Brito, Wanderley Azevedo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidade::Curso de Pedagogia
• País: Brasil
• Palavras-chave em Português: Educação a Distância (EaD). Política Pública. Democratização. Ensino superior (IES).
• Palavras-chave em Inglês: Distance Education (ODL). Public Policy. Democratization. Higher Education (HEI)
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/4400

This qualitative research, affiliated with the research line State, Policies and Educational Institutions, of the Stricto Sensu Graduate Program in Education of the Faculty of Education of the Pontifical Catholic University of Goiás, is based on documentary and bibliographical analysis. still with the scenario in Brazil and, specifically, in the State of Goiás, which allowed a deepening and unveiling of the details of the phenomenon to be investigated, from a holistic and systemic view, considering its particularities. By developing a reflection on educational public policies in Brazil, our research sought to answer the following question: Does distance education, as a public policy, aim to contribute to the democratization of higher education? We understand that in order to answer it we should visit public policies for distance education. Thus, when analyzing the public policies for this type of education throughout history, especially in the last twenty years, we notice a pertinent mismatch between them. At the same time that the legislation contributes to the advance of the sport, it also makes it difficult. Therefore, current legislation addresses the distance education modality insufficiently to contribute to its evolution and development. Clearly, there is a lack of investment in enabling public policies, as there are no primordial elements that would appreciate the modality, such as legislation that guarantees the qualification of the professionals involved, investment in infrastructure, among others. This aspect, preparation of teachers to work in distance education is fundamental and cannot be left to courses with small hours. For this, such research is developed in two interrelated chapters. The first chapter contextualizes the history, expansion, legislation, characterization and mapping of the distance education modality in Brazil. It will discuss the contextualization of the modality, the policy concepts, the policies of access to higher education, the role that the State should play, the MEC programs / actions for higher education, the LDB as a public policy for education and the Plan. National Education (PNE) situating the reader in the current scenario, as well as the legislations that contemplate the modality, making a cut of the public policies that approach the DE in Brazil. In the second chapter, it presents a brief history about DE, concepts and conceptions. To this end, the regulation of distance education in Brazil will be addressed, the new regulatory framework, the expansion of higher education through it (enrollment, courses, etc.), dealing with a national and state panorama (Goiás) within the proposed time frame (2006 to 2016). ). It also aims to show that the inclusion of ICT in education provides new resources that can facilitate learning and understand an ideology of intent that underlies the expansion of distance education. Discuss the National Education Plan (PNE) and the participation of DE in achieving the goals. Finally, considering these analyzes, we could conclude that the distance education modality has been clearly used by the rulers as a public policy only for the democratization of access to higher education in Brazil and also in the state of Goiás