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Previous issue date: 2015-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este trabalho analisa aspectos te?ricos e metodol?gicos indicativos de qualidade da
forma??o continuada do curso lato sensu na modalidade a dist?ncia para gestores escolares
em servi?o na educa??o b?sica p?blica do Rio Grande do Norte/2010-2012. Inscreve-se na
pol?tica nacional de expans?o do ensino superior ? Programa Escola de Gestores ? em um
contexto de mudan?as socioecon?mico e de reconfigura??o do Estado brasileiro. Os objetivos
do curso atendiam aos reclamos de novos conhecimentos ao trabalho do gestor escolar
visando promover a melhoria da qualidade da educa??o. Realizou-se em parceria entre o
Minist?rio da Educa??o ? MEC, a Universidade Federal do Rio Grande do Norte (UFRN), a
Secretaria de Estado de Educa??o e da Cultura/ RN e a Uni?o Nacional dos Dirigentes Municipais
de Educa??o (Undime). O caminho metodol?gico cotejado ? o materialismo hist?rico dial?tico,
cuja abordagem consiste em superar os entraves internos e externos ao pesquisador, o que
torna a pesquisa um ato hist?rico, desenvolvido, portanto, de forma descont?nua. S?o
considerados como sujeitos da pesquisa os gestores/cursistas que responderam o question?rio
aplicado pela coordena??o do curso, na UFRN e postaram as atividades no ambiente virtual.
Com base na literatura estudada e na experi?ncia da pesquisadora, produziu-se uma matriz de
an?lise que representa o mapa de aspectos do campo emp?rico, constitu?do pelo ambiente
pedag?gico virtual (salas-ambiente) hospedado na plataforma Moodle e das ferramentas
did?ticas: f?runs e base de dados na qual se materializam as atividades postadas pelos
gestores cursistas. A an?lise dos 144 question?rios contempla: a avalia??o da modalidade a
dist?ncia, da atua??o dos profissionais, dos conte?dos das salas e a avalia??o geral do curso;
analisaram-se, tamb?m, 64 atividades que correspondem a 10% das 633 que foram postadas
na base de dados. Os resultados da pesquisa acenam para contradi??es, limites e desafios na
expans?o do ensino superior na modalidade EAD e evidenciam modifica??es hist?ricas das
pol?ticas educacionais. Todavia, mesmo em face ?s mudan?as na sociedade global e
informacional, n?o ocorreram rupturas nos padr?es tradicionais de forma??o dos profissionais
da educa??o, em particular os gestores escolares. Embora o curso tenha suscitado novos
conhecimentos inerentes ? gest?o escolar, apresenta lacunas que s? podem ser preenchidas
pela modalidade de ensino presencial. Os cursistas, em descompasso com os reclamos da
sociedade em mudan?a, e, em particular com o mundo do trabalho, ainda n?o incorporaram
suficientemente os conhecimentos relativos ?s novas tecnologias para enfrentar os desafios do
dia a dia. Consideraram limitadas as condi??es de estudo, por n?o se adequarem ao tempo de
trabalho, e, do ponto de vista t?cnico, ? prec?rio o acesso ao computador e ? internet. / This paper deals with theoretic and methodological aspects important to define the
excellence of continuing education lato sensu to public school managers leading with distance
learning in basic education in Rio Grande do Norte in 2009-2011. It is part of the national
policy of enlargement of higher education, i.e. the School Managers Program, which interacts
in a context of social and economic changes re-shaping the Brazilian state. The objectives of
the course met the exigencies of new knowledge by school managers in view of offering a
better education, thanks to a partnership involving the Ministry of Education (MEC), the
Federal University of Rio Grande do Norte (UFRN), Rio Grande do Norte Education Office
and the National Union of Municipal Education Managers. The dialect and historical
materialism is the leading guide to this project whose approach consists in overcoming
internal and external barriers defying the researcher. As a result, the investigation comes to be
a historical act, although a discontinuous one. The investigation subjects are the
managers/pupils that answered the questionnaire applied by UFRN course direction and
posted their activities in the virtual environment. The literature and the investigator?s
experience permitted to generate an evaluation matrix disclosing the map of aspects of the
empirical field constituted of the pedagogical virtual environment (environment class) hosted
in the Moodle platform exhibiting didactical tools: forums and database with activities posted
by managers/pupils. The analysis of the 144 applied questionnaires reveals the evaluation of
the distance learning, the role of the professionals, the class contents and the general view of
the course; 64 activities, corresponding to 10% of the 633 posted in the database, were object
of an accuracy analysis. The research results suggest contradictions, limits and challenges in
the road to the expansion of higher education of EaD kind. Therefore, historical changes in
the educational policies are demanded, in view that the changes undergone by the global and
informational society did not break the traditional patterns of professional formation of
educators, particularly the school managers. Although the course often awakes new
knowledge concerning the school management, it presents knowledge gaps that only the faceto-
face instruction could resolve. In fact, out of step with the demands of a changing society,
the educators did not incorporate sufficiently so far the tools and knowledge of the new
technologies to face the challenges of the school routine. Coherently they describe as
uncomfortable their study conditions, and uneasy the access to computer and internet.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23762 |
| Date | 27 February 2015 |
| Creators | Dalva, Gercina |
| Contributors | 01999184491, Cabral Neto, Antonio, 05754372434, Moura, Dante Henrique, 24324841420, Nascimento, Ilma Vieira do, 01239287372, Farias, Isabel Maria Sabino de, 28431952334, Garcia, Luciane Terra dos Santos, 00896996700, Fran?a, Magna, 12861138149, Azevedo, Marcio Adriano De, 83901701400, Queiroz, Maria Aparecida de |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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