Cursos de formação docente para a educação infantil por meio da Universidade Aberta do Brasil : singularidades, limites e potencialidades

• Ano de defesa: 2016
• Autor(a) principal: Ramos, Emanoela Celestino Almeida
• Orientador(a): Lima, Daniela da Costa Britto Pereira
• Banca de defesa: Lima, Daniela da Costa Britto Pereira, Toschi, Mirza Seabra, Paniago, Maria Cristina Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT)
• Departamento: UEG ::Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias
• País: Brasil
• Palavras-chave em Português: Políticas para educação infantil; Educação a distância (EaD); Universidade Aberta do Brasil(UAB); Formação a distância para educação infantil; Policies for early childhood education; Distance education; Open university of Brasil; Distance training of early childhood education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/853

This research , entitled Teacher Training Courses for Early Childhood Education through the Open University of Brazil : Oddities , Limits and Potentials, addresses the analysis of teacher training proposals from the Open University of Brazil (UAB) for Early Childhood Education. Its general objective is to analyze the proposals for teacher training at a distance, through the Open University of Brazil, for Early Childhood Education, characterizing and identifying its uniqueness, limits and potential by analyzing the pedagogical projects Course. For the development of work, rose the following issues: What are the singularities, limits and potential of teacher training proposals for early childhood education through the Open University of Brazil? The work outlined in three chapters. The first discusses the conceptual bases of distance education and early childhood education contained in public policy. In the second, are structured concepts of teacher education in Brazil, highlighting the current teacher education policies the distance and the main actions for teacher training for early childhood education, yet with regard to the distance mode, we see how it is organized UAB, with regard to courses offered at a distance, describing and understanding its place in the context of the guidelines and policies of teacher training for early childhood education. It should be also a fast approach about curriculum, for better understanding of the analyzes performed in the third chapter. In this third and final chapter, the research seeks to map the landscape of courses offered by the Open University of Brazil between 2006 and 2014, being done at the moment to observe how they are designed and structured the educational projects of teacher training courses at UAB directed for Early Childhood Education, seeking to characterize and analyze the course of educational projects for the distance teacher training for early childhood education. In implementing the research we opted for exploratory classification with a qualitative approach; making use, however, quantitative data to better understand and analyze the results. Data collection occurred in the physical context of the CAPES (Higher Education Personnel Improvement Coordination). The survey results point to several conclusive aspects, among which we find singularities, limits and potential: the interdependence between the courses offered by UAB and implemented training policies, as well as a large formative empty with regard to distance learning to Early Childhood Education. pedagogical proposals and course offerings disjointed the current context of childhood enhancement and integration of early childhood education in basic education were perceived.