A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/10993 |
Resumo: | This study analyzes the offer of semi-attendance subjects implemented at the State University of Goiás (UEG) – Goianésia campus, in the context of Distance Learning in Brazil, observing mainly the institutional trajectory; the academic management, organization and coordination; the infrastructure; the elaboration of specific materials; and the teaching formation and structuring work. In a view of building a qualitative approach, exploratory, documentary, a type case study is carried out. In addition to the bibliographic survey and the examination of legal, normative and institutional national scope documents, UEG, in particular, the field research contemplates semi-structured interviews and with focus groups and agents involved in the semi-attendance disciplines implementation process, specially managers, teachers and students. The treatment and the collected material analysis occur from the data triangulation combining sources and techniques that evidence the agents perception involved in the process. The research and exhibition include the following categories: academic and administrative management, infrastructure and technologies, teaching and pedagogical mediation. The construction of the study object and these categories, in particular, result from the dialogue with: Dourado (2001); Minayo et al. (2005); Souza (2006); Oliveira and Ferreira (2008); Draibe (2011); Rodrigues (2011); Minayo (2012); Lima (2013; 2014a; 2014b); Howlett, Ramesh and Perl (2013); Silva and Toshi (2015), among others, in articulation with the investigation process resulting from interviews, focus groups and documentary analysis. The research reveals a complexity public policy of higher education in Distance Learning (DL) considering theoretical and conceptual bases, contexts and the reforms examined, mainly, from the 1990s. This situation becomes even more significant with the expansion of distance learning in Brazil, especially considering the offer of distance workload in face-to-face undergraduate courses in public and private Higher Education Institution (HEIs). It was concluded that the DL policy, especially the offer of semi- attendance subjects in the face-to-face undergraduate courses, in UEG, was implemented in an accelerated way in the institution, especially at Goianésia, without a planning to receive and to structure the offer of this education modality. The research revealed the necessity of a broader and more critical assessment of the distance education policy at UEG and in its different campi, especially in terms of infrastructure investments, technologies and the teachers and technical-administrative staff qualification. It also showed the need of a continued agents involved training, in accordance with the specific demands and requirements, in a view of overcoming problems faced in the Distance Learning Education process implementation, accentuated in the administrative restructuring context of the University. |
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Oliveira, João Ferreira dehttp://lattes.cnpq.br/9753142663168623Oliveira, João Ferreira deMoraes, Karine Nunes deLima, Daniela da Costa Britto PereiraAzevedo, Mário Luiz Neves deSilva, Marcelo Soares Pereirahttp://lattes.cnpq.br/9120305156821032Bernardes, Gisele Gomes Avelar2020-12-29T00:04:55Z2020-12-29T00:04:55Z2020-08-28BERNARDES, Gisele Gomes Avelar. A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia. 2020. 314 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10993This study analyzes the offer of semi-attendance subjects implemented at the State University of Goiás (UEG) – Goianésia campus, in the context of Distance Learning in Brazil, observing mainly the institutional trajectory; the academic management, organization and coordination; the infrastructure; the elaboration of specific materials; and the teaching formation and structuring work. In a view of building a qualitative approach, exploratory, documentary, a type case study is carried out. In addition to the bibliographic survey and the examination of legal, normative and institutional national scope documents, UEG, in particular, the field research contemplates semi-structured interviews and with focus groups and agents involved in the semi-attendance disciplines implementation process, specially managers, teachers and students. The treatment and the collected material analysis occur from the data triangulation combining sources and techniques that evidence the agents perception involved in the process. The research and exhibition include the following categories: academic and administrative management, infrastructure and technologies, teaching and pedagogical mediation. The construction of the study object and these categories, in particular, result from the dialogue with: Dourado (2001); Minayo et al. (2005); Souza (2006); Oliveira and Ferreira (2008); Draibe (2011); Rodrigues (2011); Minayo (2012); Lima (2013; 2014a; 2014b); Howlett, Ramesh and Perl (2013); Silva and Toshi (2015), among others, in articulation with the investigation process resulting from interviews, focus groups and documentary analysis. The research reveals a complexity public policy of higher education in Distance Learning (DL) considering theoretical and conceptual bases, contexts and the reforms examined, mainly, from the 1990s. This situation becomes even more significant with the expansion of distance learning in Brazil, especially considering the offer of distance workload in face-to-face undergraduate courses in public and private Higher Education Institution (HEIs). It was concluded that the DL policy, especially the offer of semi- attendance subjects in the face-to-face undergraduate courses, in UEG, was implemented in an accelerated way in the institution, especially at Goianésia, without a planning to receive and to structure the offer of this education modality. The research revealed the necessity of a broader and more critical assessment of the distance education policy at UEG and in its different campi, especially in terms of infrastructure investments, technologies and the teachers and technical-administrative staff qualification. It also showed the need of a continued agents involved training, in accordance with the specific demands and requirements, in a view of overcoming problems faced in the Distance Learning Education process implementation, accentuated in the administrative restructuring context of the University.Este estudo analisa a oferta das disciplinas semipresenciais implementadas na Universidade Estadual de Goiás (UEG) – campus Goianésia, no contexto da política de educação a distância (EaD) no Brasil, observando, sobretudo, a trajetória institucional; a gestão, organização e coordenação acadêmica; a infraestrutura; a elaboração de materiais específicos; e, a formação e estruturação do trabalho docente. Tendo em vista a construção de uma abordagem qualitativa, é realizada uma pesquisa exploratória, documental e de campo, do tipo estudo de caso, bem como o tratamento e análise dos dados. Além do levantamento bibliográfico e do exame de documentos legais, normativos e institucionais de âmbito nacional e da UEG, em particular, a pesquisa de campo contempla a realização de entrevistas semiestruturadas e de grupos focais com agentes envolvidos no processo de implementação das disciplinas semipresenciais, destacadamente gestores, docentes e estudantes. O tratamento e análise do material coletado ocorre a partir da triangulação dos dados, combinando fontes e técnicas que evidenciem a percepção dos agentes envolvidos no processo. A investigação e a exposição contemplam as seguintes categorias: gestão acadêmica e administrativa, infraestrutura e tecnologias, docência e mediação pedagógica. A construção do objeto de estudo e dessas categorias, em particular, resultam do diálogo com: Dourado (2001); Minayo et al. (2005); Souza (2006); Oliveira e Ferreira (2008); Draibe (2011); Rodrigues (2011); Minayo (2012); Lima (2013; 2014a; 2014b); Howlett, Ramesh e Perl (2013); Silva e Toshi (2015), dentre outros, em articulação com o processo de investigação decorrente das entrevistas, dos grupos focais e da análise documental. A pesquisa revela a complexidade da política pública de educação superior e de EaD, considerando as bases teóricas conceituais, os contextos e as reformas examinadas, sobretudo, a partir dos anos 1990. Essa situação torna-se ainda mais significativa com a expansão da EaD no Brasil, considerando especialmente a oferta da carga horária a distância em cursos de graduação presencial nas IES públicas e privadas. Concluiu-se que a política de EaD, especialmente a oferta de disciplinas semipresenciais nos cursos de graduação presencial da UEG, foi implementada de maneira aligeirada na instituição, sobretudo no campus Goianésia, sem que houvesse um planejamento para acolher e estruturar a oferta dessa modalidade de educação. A pesquisa revelou a necessidade de uma avaliação mais ampla e crítica da política de EaD na UEG e nos seus diferentes campi, sobretudo em termos de investimentos em infraestrutura, tecnologias e qualificação de docentes e técnico-administrativos. Mostrou também a necessidade de formação continuada de todos os agentes envolvidos, em conformidade com demandas e necessidades específicas, tendo em vista a superação dos problemas enfrentados no processo de implementação da EaD, acentuados no contexto da reestruturação administrativa da universidade.Submitted by Onia Arantes Albuquerque (onia.ufg@gmail.com) on 2020-12-22T14:34:39Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Gisele Gomes Avelar Bernardes - 2020.pdf: 4632574 bytes, checksum: 45d0ef689e34f83a0995c1b457b0ec8c (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-12-29T00:04:55Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Gisele Gomes Avelar Bernardes - 2020.pdf: 4632574 bytes, checksum: 45d0ef689e34f83a0995c1b457b0ec8c (MD5)Made available in DSpace on 2020-12-29T00:04:55Z (GMT). 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dc.title.pt_BR.fl_str_mv |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia |
dc.title.alternative.eng.fl_str_mv |
The distance learning policy and the semi-attendance subjects: the case of UEG - campus Goianésia |
title |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia |
spellingShingle |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia Bernardes, Gisele Gomes Avelar Educação superior Política de EaD Disciplinas semipresenciais Universidade Estadual de Goiás Higher education Distance education policy Semi-attendance courses Goiás State University (UEG) CIENCIAS HUMANAS::EDUCACAO |
title_short |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia |
title_full |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia |
title_fullStr |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia |
title_full_unstemmed |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia |
title_sort |
A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia |
author |
Bernardes, Gisele Gomes Avelar |
author_facet |
Bernardes, Gisele Gomes Avelar |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, João Ferreira de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9753142663168623 |
dc.contributor.referee1.fl_str_mv |
Oliveira, João Ferreira de |
dc.contributor.referee2.fl_str_mv |
Moraes, Karine Nunes de |
dc.contributor.referee3.fl_str_mv |
Lima, Daniela da Costa Britto Pereira |
dc.contributor.referee4.fl_str_mv |
Azevedo, Mário Luiz Neves de |
dc.contributor.referee5.fl_str_mv |
Silva, Marcelo Soares Pereira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9120305156821032 |
dc.contributor.author.fl_str_mv |
Bernardes, Gisele Gomes Avelar |
contributor_str_mv |
Oliveira, João Ferreira de Oliveira, João Ferreira de Moraes, Karine Nunes de Lima, Daniela da Costa Britto Pereira Azevedo, Mário Luiz Neves de Silva, Marcelo Soares Pereira |
dc.subject.por.fl_str_mv |
Educação superior Política de EaD Disciplinas semipresenciais Universidade Estadual de Goiás |
topic |
Educação superior Política de EaD Disciplinas semipresenciais Universidade Estadual de Goiás Higher education Distance education policy Semi-attendance courses Goiás State University (UEG) CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Higher education Distance education policy Semi-attendance courses Goiás State University (UEG) |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study analyzes the offer of semi-attendance subjects implemented at the State University of Goiás (UEG) – Goianésia campus, in the context of Distance Learning in Brazil, observing mainly the institutional trajectory; the academic management, organization and coordination; the infrastructure; the elaboration of specific materials; and the teaching formation and structuring work. In a view of building a qualitative approach, exploratory, documentary, a type case study is carried out. In addition to the bibliographic survey and the examination of legal, normative and institutional national scope documents, UEG, in particular, the field research contemplates semi-structured interviews and with focus groups and agents involved in the semi-attendance disciplines implementation process, specially managers, teachers and students. The treatment and the collected material analysis occur from the data triangulation combining sources and techniques that evidence the agents perception involved in the process. The research and exhibition include the following categories: academic and administrative management, infrastructure and technologies, teaching and pedagogical mediation. The construction of the study object and these categories, in particular, result from the dialogue with: Dourado (2001); Minayo et al. (2005); Souza (2006); Oliveira and Ferreira (2008); Draibe (2011); Rodrigues (2011); Minayo (2012); Lima (2013; 2014a; 2014b); Howlett, Ramesh and Perl (2013); Silva and Toshi (2015), among others, in articulation with the investigation process resulting from interviews, focus groups and documentary analysis. The research reveals a complexity public policy of higher education in Distance Learning (DL) considering theoretical and conceptual bases, contexts and the reforms examined, mainly, from the 1990s. This situation becomes even more significant with the expansion of distance learning in Brazil, especially considering the offer of distance workload in face-to-face undergraduate courses in public and private Higher Education Institution (HEIs). It was concluded that the DL policy, especially the offer of semi- attendance subjects in the face-to-face undergraduate courses, in UEG, was implemented in an accelerated way in the institution, especially at Goianésia, without a planning to receive and to structure the offer of this education modality. The research revealed the necessity of a broader and more critical assessment of the distance education policy at UEG and in its different campi, especially in terms of infrastructure investments, technologies and the teachers and technical-administrative staff qualification. It also showed the need of a continued agents involved training, in accordance with the specific demands and requirements, in a view of overcoming problems faced in the Distance Learning Education process implementation, accentuated in the administrative restructuring context of the University. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-12-29T00:04:55Z |
dc.date.available.fl_str_mv |
2020-12-29T00:04:55Z |
dc.date.issued.fl_str_mv |
2020-08-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BERNARDES, Gisele Gomes Avelar. A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia. 2020. 314 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10993 |
identifier_str_mv |
BERNARDES, Gisele Gomes Avelar. A política de EaD e as disciplinas semipresenciais: o caso da UEG - campus Goianésia. 2020. 314 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2020. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10993 |
dc.language.iso.fl_str_mv |
por |
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por |
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36 |
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500 500 500 |
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12 |
dc.relation.cnpq.fl_str_mv |
195 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação (FE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação - FE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
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