Formação docente e educação a distância no município de Água Branca-AL : limites e possibilidades de superação

• Ano de defesa: 2016
• Autor(a) principal: Silva, Vitória Eloise Dantas e
• Orientador(a): Lacks, Solange
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação; Ensino a distância (EaD); Formação de professores; Ensino superior; Educação e Estado; Formação docente; Educação a distância (EaD); Neoliberalismo; Capitalismo; Superação
• Palavras-chave em Inglês: Teacher training; Distance education; Neoliberalism; Capitalism; Overcoming
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4826

This study critically analyzes the limits of teacher education through distance education (EAD), fomented by the neoliberalist ideology, based on the educational policy for the initial formation of teachers in the municipality of Água Branca - AL, between the years 2006-2014 . As a result of a bibliographical, documentary and interviews research with EAD students, this dissertation proposes an analysis that starts from the relation between education and capitalist society, having as driving elements: laws, decrees, public-private partnership agreement in the offer of education Superior in Água Branca - AL and bibliography focused on the criticism of the models of education, teacher training and society in force. The data obtained point to the need to overcome this modality of teacher training via ODL, since this characterizes the social function of the teacher and presents limitations, such as: inefficiency of didactic material, unavailability of appropriate libraries and laboratories in the training unit, Tutors trained only to perform technical activities, precarious infrastructure and total absence of theoretical discussion during the teacher training process. In addition, it was concluded that, in the aforementioned type of training, there is no incentive to research, which limits the classes to moments of face-to-face studies that aim at limited preparation, for the teaching exercise, only in the pedagogical scope. Through the present study, it is evident that the ideal training is face-to-face, public-gratuitous and of high quality. A training that obeys the study-research-extension triad and privileges the high theoretical discussion as a form of awareness of the future teacher, for the process of social transformation and consequent overcoming of the model of education and capitalist society.