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Institucionalização da educação a distância no Brasil: da conceptualização ao seu desenvolvimento
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Advisor(s)
Abstract(s)
A educação a distância no Brasil, desde a sua
regulamentação, vem sendo ofertada como uma
modalidade de educação que carrega consigo
concepções variadas, por vezes, confundida com
educação remota, educação aberta, e-learning,
educação flexível, dentre outras, sobretudo nos dias
atuais. Nesse sentido, este artigo traz a diferenciação
desses conceitos, para, em seguida, tecer considerações
que permitam a compreensão de como a modalidade de
EaD vem se configurando nos cenários educacional e
político brasileiros. Para este constructo, apresentamos
a trajetória da EaD e os impactos dos programas de
fomento do governo federal, com destaque para a
Universidade Aberta do Brasil (UAB) e Rede e-Tec Brasil,
principais ações nacionais voltadas à EaD pública e
gratuita desde 2006, que, apesar de custear a oferta de
cursos superiores e técnicos de nível médio, possuem
raiz em interesses do capitalismo neoliberal. Isso porque,
conforme apontado no trabalho, estes programas
contribuem para a precarização da modalidade e,
consequentemente, para o aumento dos preconceitos
que a EaD vem sofrendo ao longo do tempo no país.
Como resultado, são visíveis os impactos negativos
dessa dinâmica nos processos de institucionalização da
EaD, tão necessários para o desenvolvimento de uma
educação a distância forte, consolidada e com qualidade
socialmente referenciada.
Distance Learning (DL), since its regulation, has been offered as a modality of education that implies a variety of conceptions, often confused with remote education, open education, eLearning, and flexible education, among others, especially nowadays. In this context, this article differentiates these concepts, and then presents reflections that allow an understanding of how DL has developed in the Brazilian educational and political scenarios. To this end, it presents the evolution of DL and the impacts of the federal government’s funding programs with emphasis on the Open University of Brazil (UAB) and the e-Tec Brazil Network, the main national efforts towards public DL since 2006, which, despite funding the offer of higher education and technical courses, have their roots in the interests of neoliberal capitalism. The reason is that, as pointed out in the paper, these programs contribute to the precariousness of the modality and, consequently, to the increase of bias that DL has been suffering in the country. As a result, there are visible negative impacts of this dynamic on the institutionalization processes of DL, which are vital for the development of a strong, consolidated, and with socially referenced quality Distance Learning.
Distance Learning (DL), since its regulation, has been offered as a modality of education that implies a variety of conceptions, often confused with remote education, open education, eLearning, and flexible education, among others, especially nowadays. In this context, this article differentiates these concepts, and then presents reflections that allow an understanding of how DL has developed in the Brazilian educational and political scenarios. To this end, it presents the evolution of DL and the impacts of the federal government’s funding programs with emphasis on the Open University of Brazil (UAB) and the e-Tec Brazil Network, the main national efforts towards public DL since 2006, which, despite funding the offer of higher education and technical courses, have their roots in the interests of neoliberal capitalism. The reason is that, as pointed out in the paper, these programs contribute to the precariousness of the modality and, consequently, to the increase of bias that DL has been suffering in the country. As a result, there are visible negative impacts of this dynamic on the institutionalization processes of DL, which are vital for the development of a strong, consolidated, and with socially referenced quality Distance Learning.
Description
Keywords
Educação a distância Institucionalização Desafios Possibilidades Distance learning Institutionalization Challenges Possibilities
Citation
Lima, D. C.B. P., & Cruz, J. R. (2022). Institucionalização da educação a distância no Brasil: desafios e possibilidades. Video Journal of Social and Human Research, 1(1). 49-57. http//doi.org/10.18817/vjshr. v1i1.15
