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A gestão de EaD no contexto dos polos de apoio presencial : proximidades e diferenças entre a Universidade Aberta do Brasil e as Instituições universitárias privada
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Abstract(s)
Diante do crescimento exponencial da modalidade de Educação a Distância no Brasil, acompanhando os avanços tecnológicos, interesses e necessidades da sociedade, o presente estudo desenvolve uma análise crítica do panorama atual da Educação a Distância (EaD) no Brasil, a partir da percepção e das vivências de gestores de polos de apoio presenciais e de gestores institucionais de EaD em dois diferentes contextos: Universidade Aberta do Brasil (UAB) e Instituições de Ensino Superior privadas.
Metodologicamente, a pesquisa constituiu-se numa abordagem predominantemente qualitativa, exploratória, com levantamento bibliográfico e estudos de caso múltiplos, apoiado em métodos mistos com triangulação de instrumentos e fontes, nomeadamente, análise documental, inquérito por questionário online a coordenadores de polo e entrevista semi-estruturada a gestores institucionais de EaD.
Estudou-se o processo de gestão de cursos de graduação na modalidade à distância, buscando identificar os diversos desafios que permeiam a Educação a Distância no Brasil, os principais fatores que contribuem para a qualidade da aprendizagem e reduzida evasão discente, além das estratégias institucionais para superação dos principais desafios, para a melhoria da qualidade do processo educacional e para o controle da evasão nos programas de educação à distância mediados pela tecnologia.
A pesquisa além de trazer contribuições ao sistema UAB e às Universidades privadas como subsídio no planejamento, implementação e gestão de programas de EaD, contribui para reflexões sobre a definição de políticas públicas para institucionalização da educação à distância. A principal contribuição deste trabalho está na apresentação de subsídios que estimulem as Instituições de Ensino Superior a viabilizarem a tomada de decisões para efetivação do processo de institucionalização da EaD, o caminho para a conquista de sua autonomia universitária e oferta qualitativa de cursos na modalidade a distância, de modo a cumprir efetivamente o seu dever com a legitimidade educacional garantida à sociedade.
In the face of the exponential growth of the Distance Education modality in Brazil, accompanying the technological advances, interests and needs of society, the present study develops a critical analysis of the current panorama of Distance Education (DE) in Brazil, from the perception and experiences of managers of active support centres and institutional managers of DE in two different contexts: Open University of Brazil (UAB) and private Higher Education Institutions. Methodologically, the research consisted in a approach predominantly qualitative, exploratory approach, with a literature review and multiple case studies, supported in mixed methods with triangulation of instruments and sources, namely, documentary analysis, survey by questionnaire online of polo coordinators and semi-structured interview the institutional managers of DE. The process of management of undergraduate courses in the distance modality was studied, seeking to identify the various challenges that permeate Distance Education in Brazil, the main factors that contribute to the quality of learning and reduced tax desertion students, in addition to the institutional strategies for overcoming the main challenges, and for the control of desertion in distance education programs mediated by technology. The research in addition to bring contributions to the UAB and the private universities as a subsidy in the planning, implementation and management of ODE programmes, contributes to reflections on the definition of public policies for the institutionalization of distance education. The main contribution of this work is the presentation of subsidies that stimulate the Institutions of Higher Education to make feasible the decision making process for the institutionalization of DE, the path to the conquest of their university autonomy and the qualitative offer of courses in the distance modality, in order to effectively fulfill its duty with the educational legitimacy guaranteed to society.
In the face of the exponential growth of the Distance Education modality in Brazil, accompanying the technological advances, interests and needs of society, the present study develops a critical analysis of the current panorama of Distance Education (DE) in Brazil, from the perception and experiences of managers of active support centres and institutional managers of DE in two different contexts: Open University of Brazil (UAB) and private Higher Education Institutions. Methodologically, the research consisted in a approach predominantly qualitative, exploratory approach, with a literature review and multiple case studies, supported in mixed methods with triangulation of instruments and sources, namely, documentary analysis, survey by questionnaire online of polo coordinators and semi-structured interview the institutional managers of DE. The process of management of undergraduate courses in the distance modality was studied, seeking to identify the various challenges that permeate Distance Education in Brazil, the main factors that contribute to the quality of learning and reduced tax desertion students, in addition to the institutional strategies for overcoming the main challenges, and for the control of desertion in distance education programs mediated by technology. The research in addition to bring contributions to the UAB and the private universities as a subsidy in the planning, implementation and management of ODE programmes, contributes to reflections on the definition of public policies for the institutionalization of distance education. The main contribution of this work is the presentation of subsidies that stimulate the Institutions of Higher Education to make feasible the decision making process for the institutionalization of DE, the path to the conquest of their university autonomy and the qualitative offer of courses in the distance modality, in order to effectively fulfill its duty with the educational legitimacy guaranteed to society.
Description
Keywords
Universidade Aberta do Brasil Ensino a distância Ensino superior Instituições de ensino superior Centros de apoio Financiamento da educação Gestores Brasil Distance education Open University of Brazil Management of ODE programmes Support centres Higher education
Citation
Vieira, Márcia de Freitas - A gestão de EaD no contexto dos polos de apoio presencial [Em linha]: proximidades e diferenças entre a Universidade Aberta do Brasil e as Instituições universitárias privadas. [S.l.]: [s.n.], 2018. 417 p.