STUDENT PERMANENCE IN DISTANCE PEDAGOGY COURSES: A STUDY FROM THE OPEN UNIVERSITY OF BRAZIL

• Autor(a) principal: Soso, Felipe Sereno
• Data de Publicação: 2022
• Outros Autores: Kampff, Adriana Justin Cerveira, Machado, Karen Graziela Weber
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3831
• topic: Permanência discente; Pedagogia; Educação a Distância; Universidade Aberta do Brasil; Student permanence; Pedagogy; Distance Education; Open University of Brazil; Permanencia estudiantil; Pedagogía; Educación a Distancia; Universidad Abierta de Brasil

The Distance Education (DE) is growing rapidly in Brazil, and now comprises more than a third of all enrollments in undergraduate courses (BRASIL, 2022a). However, the high dropout rates put pressure on Higher Education Institutions (HEI) to define strategies to promote the permanence of their students until graduation. In this sense, this research was structured from the need to look at the management of institutions and evaluate how they are committed to the permanence of students in the modality. This research aims to identify and analyze how the Higher Education Institutions linked to the Open University of Brazil (UAB) promote the permanence of students in Pedagogy (teacher training) courses. For this, eight semi-structured interviews were conducted with coordinators of six different HEIs, and analysis of institutional documents. The understanding of the managers’ statements and the document analysis emphasized that the institutions have different levels of commitment to the institutionalization of the modality, which reflects directly on their performance to mitigate the dropout of students. Based on the identification of weaknesses in the courses, as well as good practices referred to in the literature, guidelines were presented that aim to promote the permanence of students in the contexts investigated.