Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?

Detalhes bibliográficos
Autor(a) principal: Sales, Maria das Graças Gonçalves Machado
Data de Publicação: 2008
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal Fluminense (RIUFF)
Texto Completo: https://app.uff.br/riuff/handle/1/17191
Resumo: The incorporation of higher distance education model into teacher education program was part of a far-reaching reform project initiated in the 1990s, with characteristics of the neoliberal ideology embodied in the recommendations from multilateral agencies which started guiding the policies of the governments, mainly in Latin America. Those reforms have introduced distance education (DE) as a favorable model to maximize the delivery of higher education and mitigate the lack of professional qualification of Brazilian educators. Thus, through the creation of public university consortia, the government has boosted higher education programs utilizing distance education model for the implementation of its programs. At state level, university consortia are being established aiming at teacher education. In this context, an innovative experience has bloomed under the pedagogic responsibility of the universities engaged in this initiative, in Brazil. In view of this experience, a few puzzling questions have raised: a) Would distance education, even in academic setting, be able to account for a critical-reflexive education that exceed the instrumental rationality? b) In practice, which path is being followed by universities, that one of education or the one of training? These inquiries were the major starting point for conducting this academic research in the realm of Pedagogy Degree Program addressed to the first years of Elementary School. This degree program is delivered by the Universidade do Estado do Rio de Janeiro (UERJ) in partnership with the Centro de Educação a Distância do Estado do Rio de Janeiro (CEDERJ), and implemented at the Regional Educational Technology Center (RETC) in São Pedro da Aldeia. As for the theoretical basis, the research has explored Habermas' and Freires' ideas on higher education and teacher education, respectively. Moreover, it is based on a comprehensive survey of the literature, document analysis, and research field questionnaires, interviews and observations along with participants engaged in the educational process in the RETC previously mentioned. The analysis of the main results revealed that in spite of the neoliberal demands which permeate distance education policy and the many challenges presented, distance education may be seen as a growing movement towards teacher-student education from a critical-reflexive and autonomous perspective.
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spelling Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?EducaçãoPolíticas PúblicasMovimentos instituintesEnsino à distânciaFormação de professorUniversidadeEnsino superiorDistance educationUniversityTeacher educationCNPQ::CIENCIAS HUMANAS::EDUCACAOThe incorporation of higher distance education model into teacher education program was part of a far-reaching reform project initiated in the 1990s, with characteristics of the neoliberal ideology embodied in the recommendations from multilateral agencies which started guiding the policies of the governments, mainly in Latin America. Those reforms have introduced distance education (DE) as a favorable model to maximize the delivery of higher education and mitigate the lack of professional qualification of Brazilian educators. Thus, through the creation of public university consortia, the government has boosted higher education programs utilizing distance education model for the implementation of its programs. At state level, university consortia are being established aiming at teacher education. In this context, an innovative experience has bloomed under the pedagogic responsibility of the universities engaged in this initiative, in Brazil. In view of this experience, a few puzzling questions have raised: a) Would distance education, even in academic setting, be able to account for a critical-reflexive education that exceed the instrumental rationality? b) In practice, which path is being followed by universities, that one of education or the one of training? These inquiries were the major starting point for conducting this academic research in the realm of Pedagogy Degree Program addressed to the first years of Elementary School. This degree program is delivered by the Universidade do Estado do Rio de Janeiro (UERJ) in partnership with the Centro de Educação a Distância do Estado do Rio de Janeiro (CEDERJ), and implemented at the Regional Educational Technology Center (RETC) in São Pedro da Aldeia. As for the theoretical basis, the research has explored Habermas' and Freires' ideas on higher education and teacher education, respectively. Moreover, it is based on a comprehensive survey of the literature, document analysis, and research field questionnaires, interviews and observations along with participants engaged in the educational process in the RETC previously mentioned. The analysis of the main results revealed that in spite of the neoliberal demands which permeate distance education policy and the many challenges presented, distance education may be seen as a growing movement towards teacher-student education from a critical-reflexive and autonomous perspective.A incorporação da modalidade de educação superior a distância na formação de professores fez parte de um projeto amplo de reformas iniciadas nos anos 1990 revestidas do caráter neoliberal das recomendações de organismos multilaterais que passaram a orientar as políticas dos governos, principalmente da América Latina. As reformas apresentam a EAD como uma modalidade favorável para ampliar a oferta do ensino superior e minimizar a falta de qualificação dos professores brasileiros. Assim, por meio da formação de consórcios de universidades públicas, o governo promove a formação superior utilizando a modalidade de educação a distância na implementação de seus programas. No nível dos estados brasileiros, vão sendo constituídos consórcios universitários visando à formação dos professores. Assim, tem início, no país, uma experiência inovadora sob a responsabilidade pedagógica das universidades. Essa experiência, então, suscitou-nos alguns questionamentos: a) estaria a educação a distância, mesmo em ambiente universitário, dando conta de oferecer uma formação crítico-reflexiva ao professor, que supere a racionalidade instrumental? b) Qual o caminho operado pelas universidades, na prática, o da formação ou o do treinamento? A partir desse questionamento principal, construímos o nosso trabalho de pesquisa no âmbito do Curso de Pedagogia para os Anos Iniciais do Ensino Fundamental, realizado pela Universidade do Estado do Rio de Janeiro (UERJ) em parceria com o Centro de Educação a Distância do Estado do Rio de Janeiro (CEDERJ) e concretizado no Pólo Regional de São Pedro da Aldeia. Quanto ao quadro teórico, nos debruçamos no pensamento de Habermas e de Paulo Freire sobre formação universitária e formação docente, respectivamente. Além de se basear em extensa pesquisa bibliográfica, o estudo se realiza por meio da análise de documentos e da pesquisa de campo junto aos sujeitos envolvidos no processo educativo no referido pólo, envolvendo questionários, entrevistas e observações. A análise dos principais resultados nos permite concluir que apesar dos imperativos neoliberais que permeiam a política formação a distância e dos inúmeros desafios que se impõem, educar, nessa modalidade aqui tratada é um movimento que vem caminhando para a formação do aluno-docente numa perspectiva críticoreflexiva e autônoma.Programa de Pós-graduação em EducaçãoEducaçãoPaula, Maria de Fátima Costa deCPF:64118096749http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795700A2Semeraro, GiovanniCPF:22138307115http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4795601J1Santos, Sonia Regina Mendes dosCPF:19907667522http://lattes.cnpq.br/6858518428711558Sales, Maria das Graças Gonçalves Machado2021-03-10T19:10:06Z2008-12-092021-03-10T19:10:06Z2008-05-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfhttps://app.uff.br/riuff/handle/1/17191porCC-BY-SAinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal Fluminense (RIUFF)instname:Universidade Federal Fluminense (UFF)instacron:UFF2021-03-10T19:10:06Zoai:app.uff.br:1/17191Repositório InstitucionalPUBhttps://app.uff.br/oai/requestriuff@id.uff.bropendoar:21202024-08-19T11:08:26.706948Repositório Institucional da Universidade Federal Fluminense (RIUFF) - Universidade Federal Fluminense (UFF)false
dc.title.none.fl_str_mv Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
title Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
spellingShingle Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
Sales, Maria das Graças Gonçalves Machado
Educação
Políticas Públicas
Movimentos instituintes
Ensino à distância
Formação de professor
Universidade
Ensino superior
Distance education
University
Teacher education
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
title_full Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
title_fullStr Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
title_full_unstemmed Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
title_sort Educação superior à distância na formação de professores : entre fios e desafios, uma experiência formativa ?
author Sales, Maria das Graças Gonçalves Machado
author_facet Sales, Maria das Graças Gonçalves Machado
author_role author
dc.contributor.none.fl_str_mv Paula, Maria de Fátima Costa de
CPF:64118096749
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795700A2
Semeraro, Giovanni
CPF:22138307115
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4795601J1
Santos, Sonia Regina Mendes dos
CPF:19907667522
http://lattes.cnpq.br/6858518428711558
dc.contributor.author.fl_str_mv Sales, Maria das Graças Gonçalves Machado
dc.subject.por.fl_str_mv Educação
Políticas Públicas
Movimentos instituintes
Ensino à distância
Formação de professor
Universidade
Ensino superior
Distance education
University
Teacher education
CNPQ::CIENCIAS HUMANAS::EDUCACAO
topic Educação
Políticas Públicas
Movimentos instituintes
Ensino à distância
Formação de professor
Universidade
Ensino superior
Distance education
University
Teacher education
CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The incorporation of higher distance education model into teacher education program was part of a far-reaching reform project initiated in the 1990s, with characteristics of the neoliberal ideology embodied in the recommendations from multilateral agencies which started guiding the policies of the governments, mainly in Latin America. Those reforms have introduced distance education (DE) as a favorable model to maximize the delivery of higher education and mitigate the lack of professional qualification of Brazilian educators. Thus, through the creation of public university consortia, the government has boosted higher education programs utilizing distance education model for the implementation of its programs. At state level, university consortia are being established aiming at teacher education. In this context, an innovative experience has bloomed under the pedagogic responsibility of the universities engaged in this initiative, in Brazil. In view of this experience, a few puzzling questions have raised: a) Would distance education, even in academic setting, be able to account for a critical-reflexive education that exceed the instrumental rationality? b) In practice, which path is being followed by universities, that one of education or the one of training? These inquiries were the major starting point for conducting this academic research in the realm of Pedagogy Degree Program addressed to the first years of Elementary School. This degree program is delivered by the Universidade do Estado do Rio de Janeiro (UERJ) in partnership with the Centro de Educação a Distância do Estado do Rio de Janeiro (CEDERJ), and implemented at the Regional Educational Technology Center (RETC) in São Pedro da Aldeia. As for the theoretical basis, the research has explored Habermas' and Freires' ideas on higher education and teacher education, respectively. Moreover, it is based on a comprehensive survey of the literature, document analysis, and research field questionnaires, interviews and observations along with participants engaged in the educational process in the RETC previously mentioned. The analysis of the main results revealed that in spite of the neoliberal demands which permeate distance education policy and the many challenges presented, distance education may be seen as a growing movement towards teacher-student education from a critical-reflexive and autonomous perspective.
publishDate 2008
dc.date.none.fl_str_mv 2008-12-09
2008-05-30
2021-03-10T19:10:06Z
2021-03-10T19:10:06Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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format masterThesis
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url https://app.uff.br/riuff/handle/1/17191
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv CC-BY-SA
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC-BY-SA
eu_rights_str_mv openAccess
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application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-graduação em Educação
Educação
publisher.none.fl_str_mv Programa de Pós-graduação em Educação
Educação
dc.source.none.fl_str_mv reponame:Repositório Institucional da Universidade Federal Fluminense (RIUFF)
instname:Universidade Federal Fluminense (UFF)
instacron:UFF
instname_str Universidade Federal Fluminense (UFF)
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institution UFF
reponame_str Repositório Institucional da Universidade Federal Fluminense (RIUFF)
collection Repositório Institucional da Universidade Federal Fluminense (RIUFF)
repository.name.fl_str_mv Repositório Institucional da Universidade Federal Fluminense (RIUFF) - Universidade Federal Fluminense (UFF)
repository.mail.fl_str_mv riuff@id.uff.br
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