Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T11:40:15Z No. of bitstreams: 1 AnaCristinaRodriguesPereiraDissertacao.pdf: 1739500 bytes, checksum: a2862ff18f162f9234efb70e6275f26b (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T11:41:15Z (GMT) No. of bitstreams: 1 AnaCristinaRodriguesPereiraDissertacao.pdf: 1739500 bytes, checksum: a2862ff18f162f9234efb70e6275f26b (MD5) / Made available in DSpace on 2017-11-10T11:41:15Z (GMT). No. of bitstreams: 1 AnaCristinaRodriguesPereiraDissertacao.pdf: 1739500 bytes, checksum: a2862ff18f162f9234efb70e6275f26b (MD5) Previous issue date: 2017-08-30 / Statistics show that online Education (EaD) in Brazil has a real tendency to grow, with undergraduate and postgraduate courses being offered and supported by regulatory frameworks of higher education, by specific milestones of the online Education and by laws and decrees of the Ministry of Education Education (MEC). The courses offered in this modality aim to promote a facilitating study through printed material, audio, video (recorded or live), content broadcasted via satellite or by digital technologies, mediated by computer, tablets and cell phones, in response to the great demand of people who need the flexibility that the modality provides and also promoting the democratization of access to higher education. That being said, today online education has more visibility and acceptance by society and the undergraduate courses are the ones that have the largest number of enrollments and the Pedagogy course is in the first place. The present work consists of the analysis of the management process of online Pedagogy courses that offer initial training in the institutions of higher education of the Federal District and the possible relations with the CPC reached by them and with the objectives of: a) Mapping the institutions of Higher education in the Federal District that offer online Education courses and identify the courses that are best evaluated in the CPC; B) Identify the process of management of distance education courses in the Institutional Development Plan (IDPs) and PPCs (Pedagogical Project of the Courses) of the selected institutions; C) to carry out a case study among educational institutions that offer online Pedagogy courses in order to identify similarities and differences in the management process of Pedagogy courses in the Federal District. We chose a qualitative approach of exploratory nature as a documental analysis method. Documentation research (PDI and PPC) and semi-structured interviews (coordinators of the courses) were chosen as instruments of data generation, and content analysis was carried out in all cases. From the research, differences were observed in the legal nature of the institutions and in the course offer model, but direct relationship hasn??t been found between these differences and the results achieved by Higher Education Institute (HEI) according to the CPC of each one. The differences observed were: operation of the course with tutors in the public and private HEI, number of students enrolled, number of poles, number of hours, length of courses, governance model with some similarities as grouping of courses by schools / institutes / colleges etc. among other issues. The similarities discovered were on the provision of common subjects, the reformulation of the IDP and PPC, and the requirements of managing a distance licentiate course in the face of market uncertainties and governmental public policies / Estat??sticas apontam que a EAD no Brasil possui uma tend??ncia real de crescimento, com cursos de gradua????o e p??s-gradua????o sendo ofertados e amparados por marcos regulat??rio da educa????o superior, por marcos espec??fico da EAD e por leis e decretos do MEC. Os cursos ofertados nesta modalidade visam promover um estudo facilitador por meio de materiais impressos, ??udio, v??deo (gravado ou ao vivo), conte??do emitido via sat??lite ou por tecnologias digitais, mediada por computador, tabletes e celulares, em aten????o a grande demanda de pessoas que precisam da flexibilidade que a modalidade proporciona e tamb??m promovendo ?? democratiza????o do acesso a educa????o superior. Posto isto, a EAD hoje tem mais visibilidade e aceita????o pela sociedade e na gradua????o, os cursos de licenciatura s??o os que possuem o maior n??mero de matriculas sendo, o curso de Pedagogia o que est?? em primeiro lugar. O presente trabalho consiste na an??lise do processo de gest??o dos cursos de Pedagogia a dist??ncia que ofertam forma????o inicial nas institui????es de educa????o superior do Distrito Federal e as poss??veis rela????es com os CPC alcan??ado por elas e com os objetivos de: a) Mapear as institui????es de educa????o superior do Distrito Federal que ofertam cursos de Pedagogia ?? dist??ncia e identificar os cursos melhor avaliados no CPC b) Identificar o processo de gest??o dos cursos de Pedagogia ?? dist??ncia nos PDIs (Plano de Desenvolvimento Institucional) e PPCs (Projeto Pedag??gico dos Cursos) das institui????es selecionadas e c) realizar uma an??lise entre as institui????es de ensino que ofertam curso de Pedagogia ?? dist??ncia a fim de identificar semelhan??as e diferen??as no processo de gest??o dos cursos de Pedagogia do DF. Optou-se para este estudo uma abordagem qualitativa de natureza explorat??ria e como m??todo a an??lise documental. Foram escolhidos como instrumentos de gera????o de dados o PDI e PPC e a realiza????o de entrevistas semiestruturadas (coordenadoras dos cursos) e em todos os casos, foram realizadas a an??lise de conte??do. A partir da pesquisa foram percebidas diferen??as na natureza jur??dica das institui????es e no modelo de oferta dos cursos, mas n??o foi encontrada uma rela????o direta entre essas diferen??as e os resultados alcan??ados pelas IES segundo CPC de cada uma. As diferen??as observadas foram: operacionaliza????o do curso com tutores na IES p??blica e na privada n??o, n??mero de estudantes matriculados, n??mero de polos, carga hor??ria, dura????o do cursos, modelo de governan??a com algumas semelhan??as como agrupamento de cursos por escolas/institutos/faculdades etc. entre outras quest??es. As semelhan??as descobertas foram sobre a oferta de disciplinas comuns, a reformula????o do PDI e PPC e as exig??ncias de se gerir um curso de licenciatura a dist??ncia diante das incertezas do mercado e das pol??ticas p??blicas governamentais.

Made available in DSpace on 2015-12-03T18:33:08Z (GMT). No. of bitstreams: 1 Laerte_Cressoni_Neto.pdf: 420638 bytes, checksum: 67527209be1486d3413461fb492cecab (MD5) Previous issue date: 2014-05-22 / Institutions of higher learning (IHL) in Brazil have suffered from idleness in classroom courses, mainly due to the higher number of places offered in the last ten years. Many IHL consider the distance education, and regionalization strategy that this method enables, a way to maintain or increase their margins. However, the development and operation of these courses require expertise not normally found in traditional classroom structure of institutions. Thus, most managers of IHL find some difficulty in financial planning of the distance education project and its feasibility analysis, this occurs because of the complexity and the amount of variables that impact the definition of income and all expenses, including items from tutors to reviewers, editors, cameramen etc. In this context, this study presents a complete breakdown of the variables that influence the financial outcomes of a distance learning course. The assumptions of the variables are divided into five groups: Organizational Management, Content Development, Information Technology, Mentoring and Market, and its valuation distributed among income, investments and costing. Further it also performed simulations and analysis of financial results to a better practical understanding of the model / As Institui????es de Ensino Superior no Brasil v??m sofrendo com a ociosidade nos cursos presenciais, fruto, principalmente, do aumento expressivo do n??mero de vagas nos ??ltimos dez anos. Muitas IESs veem no ensino a dist??ncia e na estrat??gia de regionaliza????o que este m??todo permite uma forma de manter ou aumentar suas margens. Por??m, o desenvolvimento e a opera????o desses cursos demandam expertises normalmente n??o encontradas na estrutura presencial tradicional das institui????es. Desse modo, a maioria dos gestores das IESs encontra dificuldade em fazer o planejamento financeiro do projeto de EaD e analisar sua viabilidade, dada a complexidade e a quantidade de vari??veis que impactam na defini????o das receitas e de todos seus gastos, incluindo itens que v??o desde tutores at?? revisores, editores, cinegrafistas etc. Diante desse panorama, este trabalho apresenta um detalhamento completo das vari??veis que influenciam o resultado financeiro de um curso a dist??ncia, cujas premissas foram divididas em cinco grandes grupos: Gest??o Organizacional, Produ????o de Conte??dos, Tecnologia da Informa????o, Tutoria e Mercado e sua valora????o, distribuindo-se entre Receitas, Investimentos e Custeio. Tamb??m foram realizadas simula????es financeiras e an??lises de seus resultados para um melhor entendimento pr??tico do modelo