Distance Education in Continued Teacher Training Policies

• Autor(a) principal: Pereira, Daniela de Oliveira
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• DOI: 10.14393/REPOD-v8n2a2019-47393
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/47393
• topic: Educação a Distância; Políticas públicas; Formação continuada; Professor; Distance Education; Public policies; Continued education; Teacher; Education à distance; Politiques publiques; Formation continue; Professeur

This article focuses on the public policies of continued education for teachers through Distance Education (EAD in Portuguese) and brings the problem question: how were EAD policies historically constituted in Brazil and how are they implemented in teacher training? The aim of this work is to analyze how the modality of distance education was inserted in public policies of continued teacher training, from the Law of Directives and Bases (LDB in Portuguese), 1996, especially in the National Education Plans. The methodology used was the bibliographical research, both qualitative and exploratory, was used as methodology, based on authors such as Dourado (2008), Belloni (2003), Nogueira (2011), Costa e Zanatta (2010), Pretto e Riccio (2010). The study shows that changes in global productive system strongly influenced public policies, resulting in reforms to meet the demand of new professionals, including in education.