Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T17:46:28Z
No. of bitstreams: 1
TES_PRICILA_KOHLS_DOS_SANTOS_COMPLETO.pdf: 4983858 bytes, checksum: 21063f241fae524a1f9ac69c99746d44 (MD5) / Made available in DSpace on 2016-04-07T17:46:28Z (GMT). No. of bitstreams: 1
TES_PRICILA_KOHLS_DOS_SANTOS_COMPLETO.pdf: 4983858 bytes, checksum: 21063f241fae524a1f9ac69c99746d44 (MD5)
Previous issue date: 2015-12-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / School dropout represents, at the same time, a complex and necessary issue for the quality of actions to students? permanency at higher education, taking into account this education sector's expansion and therefore eminent challenges which follows such university expansion. Course offerings in the distance education modality are considered high when compared with classroom courses and it is impacting the expected result of the academic formation, especially in regard to teacher training. Thus, to know the reasons because students abandon their studies represents the first step to qualification of the actions to students? permanency and retention. The search for indicators and tools which allow understanding what makes a student stand is a challenge. Using as theoretical background the work of Tinto (1989, 1997, 2006), Garland (1993), Kember (1995), Aretio (2002), Cabrera (2006), Castles (2004), Tello (2007) and from the author experience with Project Alfa GUIA, it was carried out a study about the quali-quantitative character to verify whether the investigation tool used by Project Alfa GUIA could be adapted to offer these indicators, since the data related to distance education available in Brazilian system is fragile. As a result of this investigation, we observed that the original tool did not contemplate all items required, especially about the influence of virtual environment, considering that it is the place where interactions and practices are consolidated. However, there are indicators showing that the structure proposed in this dissertation has potential to select the information that support to understand the student who stands? perspective. We describe some indicators and also additional issues to be explored, in order that we can measure the typical nuances of this modality, and contributing with teachers and students for courses project's building, which contemplate aspects that support to mitigate this serious problem of high social cost. / O abandono estudantil configura-se num tema complexo e ao mesmo tempo imprescind?vel para a qualidade das a??es de perman?ncia dos estudantes na Educa??o Superior, tendo em vista a expans?o desse setor da educa??o e por consequ?ncia os eminentes desafios que acompanham tal expans?o universit?ria. A oferta de cursos na modalidade de Educa??o a Dist?ncia (EaD) ? considerada alta se comparada com os cursos presenciais e impacta no resultado esperado da forma??o, especialmente no que tange a forma??o de professores. Logo, conhecer os motivos pelos quais os estudantes abandonam seus estudos representa o primeiro passo para a qualifica??o das a??es de perman?ncia e reten??o de estudantes. A busca por indicadores e instrumentos que permitam compreender o que faz um estudante permanecer ? um desafio. Usando como referencial te?rico o trabalho de Tinto (1989, 1997, 2006), Garland (1993), Kember (1995), Aretio (2002), Cabrera (2006), Castles (2004), Tello (2007) e, a partir da experi?ncia da autora com o Projeto Alfa GUIA, foi realizado um estudo de car?ter quali-quantitativo para verificar se o instrumento de investiga??o utilizado pelo Projeto Alfa GUIA poderia ser adaptado para ofertar estes indicadores devido a fragilidade dos dados oficiais que est?o dispon?veis no sistema brasileiro relacionado a EaD. Como resultado desta investiga??o observamos que o instrumento original n?o contemplava todos os itens necess?rios, especialmente na quest?o da influ?ncia do ambiente virtual, considerando que ele ? o espa?o onde as intera??es e as pr?ticas se consolidam. Nesse sentido propomos um instrumento de pesquisa que abarca tais quest?es, das quais propomos indicadores para medir a perman?ncia de estudantes na Educa??o Superior, a saber: Gest?o Institucional, Pr?tica Docente, Dedica??o do Estudante e Qualidade do curso. Existem perspectivas que apontam que a estrutura proposta nesta tese possui potencial para captar as informa??es que auxiliam a entender o ponto de vista do estudante que permanece, contribuindo com, gestores, docentes e estudantes para constru??o de projetos de cursos que contemplem aspectos que auxiliem a mitigar este grave problema de alto custo social que ? o abandono na Educa??o Superior.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6573 |
| Date | 16 December 2015 |
| Creators | Santos, Pricila Kohls dos |
| Contributors | Giraffa, Lucia Maria Martins |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Faculdade de Educa??o |
| 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, 600, 600, 600, 600, -3459865808041894734, -240345818910352367, 2075167498588264571 |
Page generated in 0.0125 seconds