POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR

• Ano de defesa: 2022
• Autor(a) principal: FRANCIELE APARECIDA HENRIQUE TAVEIRA
• Orientador(a): Carina Elisabeth Maciel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: .Educação a Distância. Acesso. Inovação. Política Educacional. Democratização.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4769

The regulation of distance education (DE) gained prominence in the 1990s, through the Law of Directives and Bases of National Education 9394/1996, which was the framework for the regulation of this type of education in national policies in Brazil. In 2006, the Open University System of Brazil (UAB) was created, which expanded distance education in public higher education, which was configured as part of the policies of inclusion and expansion of this level of education. In view of this expansion, the present research aims to analyze the public policies of distance education in higher education, with emphasis on the concepts of access and innovation present in the institutional documents of the Federal University of Mato Grosso do Sul (UFMS), in the period from 2010 to 2020. The method of analysis of this research is dialectical historical materialism. The research methodology is descriptive, followed by a case study, of a qualitative nature and which considers the three phases of the investigation cycle: exploratory, field research, data processing and analysis (MINAYO, 2002). In order to carry out the field research, it was decided to use the collection of institutional documents: UFMS Statute, UFMS General Regulations, General Regulation of the Institution's Undergraduate Courses, the Institutional Pedagogical Project (PDI), the Development Plan of Unit (Digital and Distance Education Agency) and Institutional Development Plans (PDIs) and Pedagogical Projects for Degree Courses in Distance Education. The analysis categories were consolidated into two: access and innovation in distance education. The interpretation of these categories revealed that in the set of public policies, access and innovation were not addressed directly in their development, but as a consequence of their supply processes. Regarding the institutional documents of UFMS, access and innovation presented in a generic way and that only in the PDI documents (2020-2024) and in the Unit Development Plan - Digital and Distance Education Agency (2020-2024) were present in this context. Finally, it was verified the need for institutionalization and normative strengthening on the part of UFMS and that this process is still progressing in the researched institution.