POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMS |
Texto Completo: | https://repositorio.ufms.br/handle/123456789/4769 |
Resumo: | The regulation of distance education (DE) gained prominence in the 1990s, through the Law of Directives and Bases of National Education 9394/1996, which was the framework for the regulation of this type of education in national policies in Brazil. In 2006, the Open University System of Brazil (UAB) was created, which expanded distance education in public higher education, which was configured as part of the policies of inclusion and expansion of this level of education. In view of this expansion, the present research aims to analyze the public policies of distance education in higher education, with emphasis on the concepts of access and innovation present in the institutional documents of the Federal University of Mato Grosso do Sul (UFMS), in the period from 2010 to 2020. The method of analysis of this research is dialectical historical materialism. The research methodology is descriptive, followed by a case study, of a qualitative nature and which considers the three phases of the investigation cycle: exploratory, field research, data processing and analysis (MINAYO, 2002). In order to carry out the field research, it was decided to use the collection of institutional documents: UFMS Statute, UFMS General Regulations, General Regulation of the Institution's Undergraduate Courses, the Institutional Pedagogical Project (PDI), the Development Plan of Unit (Digital and Distance Education Agency) and Institutional Development Plans (PDIs) and Pedagogical Projects for Degree Courses in Distance Education. The analysis categories were consolidated into two: access and innovation in distance education. The interpretation of these categories revealed that in the set of public policies, access and innovation were not addressed directly in their development, but as a consequence of their supply processes. Regarding the institutional documents of UFMS, access and innovation presented in a generic way and that only in the PDI documents (2020-2024) and in the Unit Development Plan - Digital and Distance Education Agency (2020-2024) were present in this context. Finally, it was verified the need for institutionalization and normative strengthening on the part of UFMS and that this process is still progressing in the researched institution. |
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2022-05-03T21:09:24Z2022-05-03T21:09:24Z2022https://repositorio.ufms.br/handle/123456789/4769The regulation of distance education (DE) gained prominence in the 1990s, through the Law of Directives and Bases of National Education 9394/1996, which was the framework for the regulation of this type of education in national policies in Brazil. In 2006, the Open University System of Brazil (UAB) was created, which expanded distance education in public higher education, which was configured as part of the policies of inclusion and expansion of this level of education. In view of this expansion, the present research aims to analyze the public policies of distance education in higher education, with emphasis on the concepts of access and innovation present in the institutional documents of the Federal University of Mato Grosso do Sul (UFMS), in the period from 2010 to 2020. The method of analysis of this research is dialectical historical materialism. The research methodology is descriptive, followed by a case study, of a qualitative nature and which considers the three phases of the investigation cycle: exploratory, field research, data processing and analysis (MINAYO, 2002). In order to carry out the field research, it was decided to use the collection of institutional documents: UFMS Statute, UFMS General Regulations, General Regulation of the Institution's Undergraduate Courses, the Institutional Pedagogical Project (PDI), the Development Plan of Unit (Digital and Distance Education Agency) and Institutional Development Plans (PDIs) and Pedagogical Projects for Degree Courses in Distance Education. The analysis categories were consolidated into two: access and innovation in distance education. The interpretation of these categories revealed that in the set of public policies, access and innovation were not addressed directly in their development, but as a consequence of their supply processes. Regarding the institutional documents of UFMS, access and innovation presented in a generic way and that only in the PDI documents (2020-2024) and in the Unit Development Plan - Digital and Distance Education Agency (2020-2024) were present in this context. Finally, it was verified the need for institutionalization and normative strengthening on the part of UFMS and that this process is still progressing in the researched institution.A regulamentação da Educação a Distância (EaD) ganhou destaque na década de 1990, por meio da Lei de Diretrizes e Bases da Educação Nacional 9394/1996, que foi o marco da normatização dessa modalidade de educação nas políticas nacionais no Brasil. Em 2006, foi criado o Sistema Universidade Aberta do Brasil (UAB) que expandiu a EaD na educação superior pública, que se configurou como parte das políticas de inclusão e de expansão desse nível de educação. Face a esta expansão, a presente pesquisa tem por objetivo analisar as políticas públicas de EaD na educação superior, com ênfase nos conceitos de acesso e inovação presentes nos documentos institucionais da Universidade Federal de Mato Grosso do Sul (UFMS), no período de 2010 a 2020. O método de análise desta pesquisa é o materialismo histórico dialético. A metodologia da pesquisa é descritiva, seguida de um estudo de caso, de natureza qualitativa, e considera as três fases do ciclo de investigação: exploratória, pesquisa de campo, tratamento e análise dos dados (MINAYO, 2002). Para a realização da pesquisa de campo, optou-se por utilizar a coleta de documentos institucionais: Estatuto da UFMS, Regimento Geral da UFMS, Regulamento Geral dos Cursos de Graduação da instituição, o Projeto Pedagógico Institucional (PDI), o Plano de Desenvolvimento da Unidade (Agência de Educação Digital e a Distância), os Planos de Desenvolvimento Institucionais (PDIs) e os Projeto Pedagógicos dos Cursos de Licenciaturas em EaD. As categorias de análise consolidaram-se em duas: acesso e inovação na EaD. A interpretação dessas categorias revelou que no conjunto das políticas públicas, o acesso e a inovação não foram tratados diretamente em seu desenvolvimento, mas como consequência de seus processos de oferta. Em relação aos documentos institucionais da UFMS, o acesso e a inovação apresentaram-se de forma genérica, e somente nos documentos PDI (2020-2024) e no Plano de Desenvolvimento da Unidade – Agência de Educação Digital e a Distância (2020-2024) –, tiveram presentes nesse contexto. Por fim, verificou-se a necessidade de institucionalização e fortalecimento normativo por parte da UFMS, e que esse processo ainda está caminhando na instituição pesquisada.Fundação Universidade Federal de Mato Grosso do SulUFMSBrasil.Educação a Distância. Acesso. Inovação. Política Educacional. Democratização.POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIORinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCarina Elisabeth MacielFRANCIELE APARECIDA HENRIQUE TAVEIRAinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSORIGINALDissertação Franciele_versão FINAL_.pdfDissertação Franciele_versão FINAL_.pdfapplication/pdf2475746https://repositorio.ufms.br/bitstream/123456789/4769/-1/Disserta%c3%a7%c3%a3o%20Franciele_vers%c3%a3o%20FINAL_.pdf1cf98c164053c367987d9fba25421a2cMD5-1123456789/47692022-05-03 17:09:25.035oai:repositorio.ufms.br:123456789/4769Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242022-05-03T21:09:25Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false |
dc.title.pt_BR.fl_str_mv |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR |
title |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR |
spellingShingle |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR FRANCIELE APARECIDA HENRIQUE TAVEIRA .Educação a Distância. Acesso. Inovação. Política Educacional. Democratização. |
title_short |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR |
title_full |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR |
title_fullStr |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR |
title_full_unstemmed |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR |
title_sort |
POLÍTICAS DE EAD NA UFMS: ACESSO E INOVAÇÃO NA EDUCAÇÃO SUPERIOR |
author |
FRANCIELE APARECIDA HENRIQUE TAVEIRA |
author_facet |
FRANCIELE APARECIDA HENRIQUE TAVEIRA |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Carina Elisabeth Maciel |
dc.contributor.author.fl_str_mv |
FRANCIELE APARECIDA HENRIQUE TAVEIRA |
contributor_str_mv |
Carina Elisabeth Maciel |
dc.subject.por.fl_str_mv |
.Educação a Distância. Acesso. Inovação. Política Educacional. Democratização. |
topic |
.Educação a Distância. Acesso. Inovação. Política Educacional. Democratização. |
description |
The regulation of distance education (DE) gained prominence in the 1990s, through the Law of Directives and Bases of National Education 9394/1996, which was the framework for the regulation of this type of education in national policies in Brazil. In 2006, the Open University System of Brazil (UAB) was created, which expanded distance education in public higher education, which was configured as part of the policies of inclusion and expansion of this level of education. In view of this expansion, the present research aims to analyze the public policies of distance education in higher education, with emphasis on the concepts of access and innovation present in the institutional documents of the Federal University of Mato Grosso do Sul (UFMS), in the period from 2010 to 2020. The method of analysis of this research is dialectical historical materialism. The research methodology is descriptive, followed by a case study, of a qualitative nature and which considers the three phases of the investigation cycle: exploratory, field research, data processing and analysis (MINAYO, 2002). In order to carry out the field research, it was decided to use the collection of institutional documents: UFMS Statute, UFMS General Regulations, General Regulation of the Institution's Undergraduate Courses, the Institutional Pedagogical Project (PDI), the Development Plan of Unit (Digital and Distance Education Agency) and Institutional Development Plans (PDIs) and Pedagogical Projects for Degree Courses in Distance Education. The analysis categories were consolidated into two: access and innovation in distance education. The interpretation of these categories revealed that in the set of public policies, access and innovation were not addressed directly in their development, but as a consequence of their supply processes. Regarding the institutional documents of UFMS, access and innovation presented in a generic way and that only in the PDI documents (2020-2024) and in the Unit Development Plan - Digital and Distance Education Agency (2020-2024) were present in this context. Finally, it was verified the need for institutionalization and normative strengthening on the part of UFMS and that this process is still progressing in the researched institution. |
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2022 |
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2022-05-03T21:09:24Z |
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2022-05-03T21:09:24Z |
dc.date.issued.fl_str_mv |
2022 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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https://repositorio.ufms.br/handle/123456789/4769 |
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Fundação Universidade Federal de Mato Grosso do Sul |
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UFMS |
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Brasil |
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Fundação Universidade Federal de Mato Grosso do Sul |
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