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Previous issue date: 2017-02-17 / The purpose of this study was to investigate how the interpretation of the policy
of distance teacher training of the UAB System and its governance networks
occurs in the perspective of the managers who work in the public higher
education institutions that are part of the program. It???s a qualitative study
inspired by the Policy Cycle method (BOWE; BALL; GOLD, 1992; BALL, 1994).
Were used as research techniques: documentary analysis, questionnaire and
interviews with UAB managers of the Public Institutions of Higher Education
(IPES). The data were analyzed in light of the theory of Content Analysis of
Bardin (2011) and discussed in three categories: Interpretation of managers
about distance education (EaD) and its governance networks; Institutional
impacts of UAB in the practice context in the program participating IPES; and
Prospects for distance teacher education policies: beyond UAB. The results
showed that the conceptions underlying the UAB managers' training model are
in line with the hegemonic proposals of teacher training. There is no perception
of the influence of entities of the network of governance as private sector and
international organizations. In the institutional practical context, the EAD has
promoted a 'differentiation' between professionals and students within IPES.
The consolidation of the EAD courses in IPES brings with it the appropriation of
new perceptions, values and practices for these entities. There was an
obscuring between the frontiers of teacher, tutor and student performances, and
the gradual naturalization of the precariousness of teaching work. Regarding
the perspectives for training by the UAB, the consolidation of the EAD in the
IPES is envisaged. The research concludes that teacher education is immersed
in an extremely complex context of political, economic and ideological disputes,
and that the expansion of EaD takes place in a scenario where multiple
interests compete for a cheap, lightened, massified and privatized formation.
Thus, we propose the questioning of the MEC and Capes of intensive use for
initial teacher training. More in-depth discussions should integrate the
questionings of EaD professionals, so that the modality is not instrumentalized
for a mass training process, neotechnicist, mechanism of precarization of
teaching work. In addition, we propose extending the autonomy of the IPES with
a more strategic position by the federal government. / A finalidade deste estudo foi investigar como ocorre a interpreta????o da pol??tica
de forma????o de professores a dist??ncia do Sistema UAB e de suas redes de
governan??a na perspectiva dos gestores que atuam nas institui????es p??blicas
de educa????o superior integrantes do programa. ?? um estudo qualitativo que se
inspira no m??todo do Ciclo de Pol??ticas (BOWE; BALL; GOLD,1992;
BALL,1994). Como t??cnicas de investiga????o, utilizou-se: an??lise documental,
question??rio e entrevistas realizadas com os gestores da UAB de Institui????es
P??blicas de Educa????o Superior (IPES). Os dados foram analisados ?? luz da
teoria da An??lise do Conte??do de Bardin (2011) e discutidos em tr??s eixos de
an??lise: Interpreta????o dos gestores acerca da Educa????o a Dist??ncia (EaD) e
suas redes de forma????o docente; Impactos institucionais da UAB no contexto
da pr??tica nas IPES participantes do programa; e Perspectivas para as pol??ticas
de forma????o docente a dist??ncia: para al??m da UAB. Os resultados apontaram
que as concep????es subjacentes ao modelo formativo dos gestores UAB
encontram-se alinhadas ??s propostas hegem??nicas de forma????o docente. N??o
se observa uma percep????o da influ??ncia de entes da rede de governan??a como
setor privado e organismos internacionais. No contexto pr??tico institucional, a
EaD tem promovido uma ???diferencia????o??? entre profissionais e alunos no seio
das IPES. A consolida????o dos cursos EaD nas IPES traz consigo a apropria????o
de novas percep????es, valores e pr??ticas para estas entidades. Verificou-se um
obscurecimento entre as fronteiras de atua????es do professor, tutor e aluno, e a
gradativa naturaliza????o da precariza????o do trabalho docente. Quanto ??s
perspectivas para a forma????o pela UAB, vislumbra-se a consolida????o da EaD
nas IPES. A pesquisa conclui que a forma????o docente est?? imersa em um
contexto extremamente complexo de disputas pol??ticas, econ??micas e
ideol??gicas, e que a expans??o da EaD se d?? em um cen??rio em que m??ltiplos
interesses concorrem para uma forma????o barateada, aligeirada, massificada e
privatizada. Destarte, propomos o questionamento do MEC e Capes da
utiliza????o intensiva da EaD para forma????o inicial de docentes. Discuss??es mais
aprofundadas devem integrar os questionamentos dos profissionais EaD, a fim
de que a modalidade n??o seja instrumentalizada para um processo formativo
massificado, neotecnicista, mecanismo de precariza????o do trabalho docente.
Ademais, propomos amplia????o da autonomia das IPES com uma postura mais
estrat??gica por parte do governo federal.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2121 |
| Date | 17 February 2017 |
| Creators | Gon??alves, D??bora Costa |
| Contributors | Guimaraes-Iosif, Ranilce |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 6168442728173332080, 500, 500, 600, 1182462564910641719, -240345818910352367 |
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