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Previous issue date: 2018-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research investigated the process of teacher training in service, inserted in distance education (PEAD) in the context of the federal public university, in the sense of defending and valuing this educational policy as a way to expand the process of democratization access to higher education. The project powered by Brazilian government , Pr?-Licenciatura, that was developed in the system of the Open University of Brazil, contributed to the expansion of access to this level of educational training - higher level - for teachers in service. Consequently, it modified the practice of these teachers, regarding the mastery and use of new information and communication technologies in their pedagogical practice in a certain degree, even though they have found difficulties during their studies. The research is exploratory and used the mixed methodological approach of qualitative and quantitative analysis, supported by investigative instruments: diary, questionnaire and interview. Mixed methodology of analysis, as Johnson and Onwuegbuzie (2004) and Tashakkori and Teddlie (2009) are mixed methodologies that allow a complementary analysis of the data; the quantitative data are qualitatively qualified. The research subjects was composed by students of the Pedagogy course, in the Distance Education modality (EAD), offered by the Pr?-Licenciatura, linked to UFRGS, which are with the course in progress, with completion expected for the year of 2019. The study showed that the greatest difficulty for PEAD students is related to the time required to perform all the tasks that they are responsible for household tasks, child care, school work and presence in face-to-face meetings. But they resist the difficulties, because the desire to complete and obtain the degree of graduation in pedagogy is very representative for them, especially for the possibility of mobility in the world of work. The aim of this research is the visibility of policies aimed at the training of teachers in service, but mainly for the valorization of policies that democratize access to free quality public education. / Esta pesquisa investigou o processo de forma??o de professoras em servi?o, inseridas, estas, no curso de pedagogia a dist?ncia (PEAD), no contexto da universidade p?blica federal e de qualidade, no sentido de conhecer o cotidiano de desafios das alunas do curso no enfrentamento de m?ltiplas jornadas e inseridas no processo de democratiza??o do acesso ao ensino superior, a partir de uma pol?tica p?blica. O Pr?-Licenciatura, desenvolvido no sistema da Universidade Aberta do Brasil, contribuiu para a amplia??o do acesso a esse grau de forma??o educacional ? n?vel superior ? para professores em servi?o. Consequentemente, modificou a pr?tica desses professores, no que se refere ao dom?nio e uso das novas tecnologias da informa??o e da comunica??o no exerc?cio da doc?ncia. A pesquisa se caracteriza como explorat?ria e utilizou a abordagem metodol?gica mista de an?lise, qualitativa e quantitativa, apoiada nos instrumentos investigativos: di?rio de campo, question?rio e entrevista. A metodologia mista de an?lise, conforme Johnson e Onwuegbuzie (2004) e Tashakkori e Teddlie (2009) s?o combina??es de m?todos que viabilizam uma an?lise dos dados de forma complementar; qualitativamente qualifica-se os dados quantitativos. O grupo de participantes da pesquisa foi composto por alunas do curso de Pedagogia, na modalidade Educa??o a Dist?ncia (EAD), ofertada pelo Pr?-Licenciatura, vinculado ? UFRGS, as quais est?o com o curso em andamento, com previs?o de conclus?o para o ano de 2019. O estudo mostrou que a maior dificuldade das alunas do PEAD est? relacionada com o tempo necess?rio para a realiza??o de todas as tarefas que s?o de responsabilidade delas (tarefas dom?sticas, cuidado dos filhos, trabalho na escola e presen?a nos encontros presenciais no polo). Mas, elas resistem ?s dificuldades, pois o desejo de concluir e obter o t?tulo de gradua??o em pedagogia ? muito representativo para elas, sobretudo, para a possibilidade de mobilidade no mundo do trabalho. Almeja-se com esta pesquisa a visibilidade das pol?ticas voltadas para a forma??o de professores em servi?o, mas, principalmente, para a valoriza??o de pol?ticas que democratizem o acesso ao ensino p?blico gratuito de qualidade.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8091 |
| Date | 26 February 2018 |
| Creators | Castro, N?dia Studzinski Estima de |
| Contributors | De la Fare, M?nica |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 500, 500, 600, -6557531471218110192, -240345818910352367, 2075167498588264571 |
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