Políticas de formação de professores a distância: um estudo sobre o contexto da prática no Curso de Pedagogia da UFMA

• Autor(a) principal: FRANÇA, Francilva Costa de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/4134
• topic: contexto da prática;; educação a distância.;; estado;; formação docente;; políticas;; context of practice;; distance education;; state;; teacher training;; policies;; Educação

This research aims to analyze the policies of distance teacher training and its implications for the context of practice in the Course of Pedagogy Degree of the Federal University of Maranhão through the Directorate of Technologies in Education (DTED). To this end, we present an analysis on educational policies for the EAD modality, based on the prerogative adopted by the State on its role for the universalization and democratization of Higher Education, highlighting also the structure and the operation of the nucleus at a distance from the UFMA. Next, to address the teachers' conceptions about the Curricular Pedagogical Project (PPC) and the pedagogical, communication, human resources, infrastructure, academic management administrative and financial sustainability of the Degree Course in Pedagogy in the distance mode, taking into account the context of the practice of the policy cycle. The methodological path follows based on a bibliographic and documentary research with a qualitative and descriptive approach, followed the discourse analysis, based on the policy cycle created by Ball and Bowe (1996), having as reference the conceptions presented by Alonso (2010), Bastos Filho (2010), Becker (1993), Belloni (2012), Delors et.al., (1998), Demo (1994; 1997), Dias Sobrinho (2010), Freitas (2007), Garcia (2011), Giolo (2008; 2010), Mainardes (2006; 2018), among other authors. The preliminary results demonstrate that public policies for distance learning have received attention over the years, prioritizing their offer in the most varied levels of education and/or in professional education. And the teacher training at this moment, as observed in the Brazilian legislation and in the Curricular Pedagogical Project (PPC), of the distance Pedagogy Course of UFMA, has noticed the contributions of the Ead in the training process of education professionals. Therefore, it is in this innovative scenario that Ead is seen as a tool capable of collaborating in the schooling of the population and can be an ally to improve the quality of education, the training of teachers and other education professionals, in the expansion and democratization of Higher Education in Maranhão.