Formação de professores na educação pública a distância : um estudo no polo presencial "Senador Júlio César Leite" em Estância/Sergipe

• Ano de defesa: 2014
• Autor(a) principal: Souza Júnior, Carlos Menezes de
• Orientador(a): Romão, Eliana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Universidade Aberta - Universidade Federal de Sergipe; Formação de professores; Ensino a distância (EaD); Avaliação educacional; Sistema de avaliação de ensino; Democratização do ensino; Educação a distância (EaD)
• Palavras-chave em Inglês: Distance education; Teachers; Democratization; Assessment systems
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4916

This study comprises, with emphasis on the most striking tensions, the path of professors´ training in Distance Learning (DL) in Sergipe, under the aegis of the principle of democratization - with access, retention and quality. It signs proposals for improvements to these courses that have as leading institution the Federal University of Sergipe (Universidade Federal de Sergipe, UFS) within the Program Open University of Brazil (Universidade Aberta do Brasil, UAB) of the Federal Government. The case study carried out in Polo |Senador Júlio César Leite| - Estância - SE - used a qualitative approach that drew upon for quantitative data to deepen the analysis of the studied phenomenon. This triangulation - document analysis, use of questionnaires and semi-structured interviews conduction - were the procedures used to validate the results of this research. This paper notes the existence of a suitable context for the implementation of the mentioned program and the choice of ways of access consistent with the principles of the program aimed at achieving the working class. Tensions as the culture of the students x the new culture, approval x disapproval, presence x absence contributed to the withdrawal of many on this learning journey. Different findings were made, including large failures in the Assessment System and in the Communication System. If this reality is already delicate face the limits of the system of reverse evaluation, it gets worse with a communication system that is nothing more than just information, rather than relation and knowledge. It was paid, however, a high price: the individualized learning, marked by loneliness and suffering. UFS through DL, is far from contributing as it should to the democratization of Higher Education in the state. The access was taken care, but it was forgotten to take care of the permanence of students and the quality of the provided services. It is necessary to ensure quality from the principles of equal access, retention and results. Expanding training opportunities for those who often do not have them in its conventional form is increasingly accepted and demands a set of requirements, but the involvement of people - participants in this training process - is the most important.