Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

• Autor(a) principal: Martins, Sandra Eli Sartoreto de Oliveira [UNESP]
• Data de Publicação: 2011
• Outros Autores: Martins, Carline [UNESP], Giroto, Cláudia Regina Mosca [UNESP], Poker, Rosimar Bortolini [UNESP], Milanez, Simone Ghedini da Costa [UNESP], Lippe, Eliza Marcia Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://revistas.ua.pt//index.php/ID; http://hdl.handle.net/11449/115352
• topic: Atendimento Educacional Especializado; Educação a Distância; Diretrizes da Educação especial; Formação continuada de professores

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.