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Educação profissional técnica de nível médio a distância no Brasil: meta-análise da regulamentação dos estados do Nordeste
Advisor(s)
Abstract(s)
A educação básica no Brasil não apresenta números animadores: muitos jovens
ainda encontram-se fora da escola, a média de anos de estudo está longe de
atender ao previsto na Constituição Federal, permanecem milhões na escuridão
do analfabetismo, há discrepâncias entre as diversas regiões, o país detém baixo
índice de pessoas com formação profissional técnica de nível médio, o uso da
Educação a Distância (EaD) cresce no ensino superior, mas o cenário é diferente
na educação básica. O quadro de desenvolvimento perseguido pelo país exige o
atingimento de índice de desenvolvimento humano mais justo, o que requer
políticas públicas voltadas para melhoria da educação, da saúde e da economia.
A Educação Profissional e Tecnológica (EPT) assume um papel importante para a
formação do indivíduo, a inserção no mundo do trabalho, o livre exercício da
cidadania e o crescimento socioeconômico da região. No Brasil, a Lei de
Diretrizes e Bases da Educação – LDB n.º 9394/1996, constituiu-se marco de
regulamentação das modalidades de Educação Profissional e de Educação a
Distância. Evidenciar o esforço de evolução da EPT de nível médio, por meio da
modalidade EaD, se configura interesse desta investigação denominada
“Educação Profissional Técnica de Nível Médio a Distância no Brasil: meta-análise
da regulamentação dos estados do Nordeste” a qual define três questões de
pesquisa: Como está contextualizada a educação profissional de nível médio a
distância nos estados do Nordeste? Qual ou quais as percepções sobre EaD
apreendidas nas peças regulatórias dos sistemas estaduais de ensino? Como o
regime de colaboração se constitui instrumento integrador entre os sistemas de
ensino/impulsionador da EaD? Utilizou-se para este estudo o modelo de metaanálise multimodal, com a opção metodológica de fazer um resgate bibliográfico e
documental sob uma abordagem sócio-histórica e normativa do processo de
crescimento da EPT, a evolução da EaD e o uso dessa modalidade de ensino
(EaD) para a oferta da Educação Profissional e Tecnológica de Nível Médio no
Brasil. Tomou-se como elemento norteador da meta-análise a Resolução CNE n.º
1, de 02/02/16, definidora das diretrizes operacionais nacionais para a oferta de
EPT de Nível Médio, de Ensino Médio e de Educação de Jovens e Adultos na
modalidade EaD, em regime de colaboração entre os sistemas de ensino no
Brasil. Foram meta-analisadas as regulamentações sobre a oferta da EPT_EaD
dos estados da região Nordeste do Brasil, tendo sido possível concluir que
somente quatro sistemas estaduais de ensino apresentam norma complementar
homologada após a publicação da referida Resolução CNE n.º 1/2016, quatro
permanecem com antigas regulamentações e um não regulamentou a EPT.
Observou-se ainda nas peças normativas sintonia quanto ao conceito de EaD e
de polo de apoio presencial, no entanto há expressões utilizadas, por vezes, nos
textos normativos que demonstram paradigmas obsoletos, os quais põem em
risco a efetividade do regime de colaboração previsto nessa Resolução CNE n.º
1/2016, por exemplo no que à tecnologia diz respeito. Quanto ao regime de
colaboração como instrumento integrador entre os sistemas de
ensino/impulsionador da EaD, as peças normatizadoras evidenciam diferentes
níveis de adesão ao regime de colaboração: maior, média e baixa. Em suma, há
avanços efetuados e outros que se tornam necessários, sendo que esperamos
com esta pesquisa torná-los visíveis para, assim, se concretizarem.
Brazilian basic education doesn‟t show encouraging numbers. Many young people still do not attend to school. The average study time is far from what is foreseen in our Constitution, and still millions of Brazilians remain in the darkness of illiteracy. There is discrepancy among the several states and very few students attending to secondary technical education. The e-learning has become more common at college level, but the scenario is much different at basic education. The growth perspective aimed by the country depends on fairer human development rates. That requires a more effective public policy regarding to education, health and economy. The vocational and technical education plays an important role not only in the individual formation but also in its input at the work environment, its ability of an active citizenship as well as the economic and social development of its environment. Directives and Bases for National Education (Law n. 9394/96) defines Professional Education and Distance Education Regulations. The main purpose of this research called "Professional Distance Education of technical midlevel in Brazil: meta-analysis of the regulation of the Northeastern states", is to point out the evolution of the vocational and technical education at the secondary school through the e-learning modality. Which defines three main questions: How is professional distance education of technical mid-level contextualized in the northeastern states? Which is or which are the perceptions of e-learning detained at the State Education Regulation? How is the collaboration system an integrating instrument of Distance Education teaching /leading process?The multimodal metaanalysis model was used for this study, with the methodological option of making a bibliographical and documentary rescue under a socio-historical and normative approach of the vocational and technical education increasing process, the improvement of e-learning and the use of this teaching modality as a proposal for the Secondary Technical and Professional Education in the Brazilian national context. In order to achieve that, National Education Council Resolution n.1/2016 was defined as guiding element of the meta-analysis, which defines the national operational guidelines for the provision of Secondary Technical and Professional Education, Secondary School and Youth and Adult Education agreeing with the elearning mode, in a collaboration system between educational methods. The Vocational and Technical Education/Distance Education Regulations for the northeastern states of Brazil were meta-analyzed, making it possible to conclude that only four states announce approved supplementary regulation for education systems after the published Resolution no.1/2016. Other four states still work based on former regulation, and a fifth state has no vocational nor technical education regulation at all. It was also observed, though, an alignment regarding to the concept of Distance Education and presential support structure in the Regulations, i.e. there are some expressions that show obsolete paradigms, for instance with regard to technology, which compromises the effectiveness of the collaboration system as it is provided at the Resolution n.1/2016. As for the Distance Education collaboration system as an integrating instrument between the teaching/leading process of Distance Education, different levels of access to the collaboration regime emerged: higher, medium and low. Summing up, there has been advances and others still become necessary. We expect to make them visible with this research, so they can be further accomplished.
Brazilian basic education doesn‟t show encouraging numbers. Many young people still do not attend to school. The average study time is far from what is foreseen in our Constitution, and still millions of Brazilians remain in the darkness of illiteracy. There is discrepancy among the several states and very few students attending to secondary technical education. The e-learning has become more common at college level, but the scenario is much different at basic education. The growth perspective aimed by the country depends on fairer human development rates. That requires a more effective public policy regarding to education, health and economy. The vocational and technical education plays an important role not only in the individual formation but also in its input at the work environment, its ability of an active citizenship as well as the economic and social development of its environment. Directives and Bases for National Education (Law n. 9394/96) defines Professional Education and Distance Education Regulations. The main purpose of this research called "Professional Distance Education of technical midlevel in Brazil: meta-analysis of the regulation of the Northeastern states", is to point out the evolution of the vocational and technical education at the secondary school through the e-learning modality. Which defines three main questions: How is professional distance education of technical mid-level contextualized in the northeastern states? Which is or which are the perceptions of e-learning detained at the State Education Regulation? How is the collaboration system an integrating instrument of Distance Education teaching /leading process?The multimodal metaanalysis model was used for this study, with the methodological option of making a bibliographical and documentary rescue under a socio-historical and normative approach of the vocational and technical education increasing process, the improvement of e-learning and the use of this teaching modality as a proposal for the Secondary Technical and Professional Education in the Brazilian national context. In order to achieve that, National Education Council Resolution n.1/2016 was defined as guiding element of the meta-analysis, which defines the national operational guidelines for the provision of Secondary Technical and Professional Education, Secondary School and Youth and Adult Education agreeing with the elearning mode, in a collaboration system between educational methods. The Vocational and Technical Education/Distance Education Regulations for the northeastern states of Brazil were meta-analyzed, making it possible to conclude that only four states announce approved supplementary regulation for education systems after the published Resolution no.1/2016. Other four states still work based on former regulation, and a fifth state has no vocational nor technical education regulation at all. It was also observed, though, an alignment regarding to the concept of Distance Education and presential support structure in the Regulations, i.e. there are some expressions that show obsolete paradigms, for instance with regard to technology, which compromises the effectiveness of the collaboration system as it is provided at the Resolution n.1/2016. As for the Distance Education collaboration system as an integrating instrument between the teaching/leading process of Distance Education, different levels of access to the collaboration regime emerged: higher, medium and low. Summing up, there has been advances and others still become necessary. We expect to make them visible with this research, so they can be further accomplished.
Description
Keywords
Educação a distância Educação profissional Ensino técnico Ensino médio Colaboração Meta-análise Legislação Brasil Distance education Professional education of technical mid-level Legislation Collaboration system Meta-analysis
Citation
Farias, Leideana Galvão Bacurau de - Educação profissional técnica de nível médio a distância no Brasil [Em linha]: meta-análise da regulamentação dos estados do Nordeste. [S.l.]: [s.n.], 2019. 249 p.