Educação a distância, polos e avaliação regulatória: narrativas de um quebra-cabeça
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2017-03-22
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Universidade Metodista de São Paulo
Resumo
Este estudo, vinculado à linha de pesquisa “Formação de Educadores” do Programa de Pós-Graduação em Educação da Universidade Metodista de São Paulo, teve como objetivo promover uma reflexão sobre o processo avaliativo a que estão sujeitas Instituições de Ensino Superior que, através do Polo de Apoio Presencial, ofertam Educação Superior a Distância no Brasil. As mudanças sociais e econômicas vividas ao longo das últimas décadas colocam em evidência a necessidade tal de reflexão, bastando se atentar ao crescimento de matriculas em cursos de graduação EAD e sua representatividade na oferta de Educação Superior na atualidade. Assim, da organização legal e do processo avaliativo regulatório vigente, tornou necessária a compreensão sobre o papel da Universidade enquanto instituição educacional, sua interação com a tecnologia e as condições ao qual a avaliação interpreta esta confluência sobre o caráter qualitativo. Nesse contexto, a perspectiva daqueles que vivenciam este processo avaliativo, na posição de avaliados, foi necessária para que o expresso fosse sua interpretação sobre a importância social e econômica de tal modalidade. Para tanto, o trabalho buscou investigar: Quais percepções emergem a partir narrativas dos profissionais que atuam na EAD quando refletem sobre os processos avaliativos realizados pelo INEP/MEC? Enquanto qualidade, a prática avaliativa vigente permite compreender com exatidão o complexo relacionamento entre os atores envolvidos no processo de transmissão do conhecimento no que tange estruturalmente um Polo de Apoio Presencial e seu envolvimento com a comunidade onde está inserida? Do ponto de vista teórico, compreender a Educação Superior e a Universidade (CASPER; HUMBOLDT, 2003; DIAS SOBRINHO, 2010; DEMO, 2010; SANTOS, 2011), o papel da EAD (MOORE; KEARSLEY, 2013; DRON, 2015), além das tratativas quanto à interação da sociedade e da educação com a tecnologia (PINTO, 2005; LÉVY, 1999; GABRIEL, 2015) até alcançar as relações avaliativas para qualificação da oferta de cursos e programas apoiados por novos meios de comunicação (DIAS SOBRINHO, 2003; SANTOS, 2014; MARTUCELLI, 2015; BALANDIER, 2015) do qual as reflexões procuraram este direcionamento sobre a Educação Superior, a EAD e sua avaliação da qualidade. Ainda as reflexões sobre os temas que emergem a partir de narrativas (CLANDININ; CONNELY, 2005; FREIRE, 2012, 2015) se tornaram chave para a abertura de novos entendimentos sobre o tema proposto. O corpus está constituído por seis entrevistas/conversas hermenêuticas ocorridas entre 2015 e 2016. A partir da análise hermenêutico-fenomenológica emergiram, das narrativas de vivências dos participantes sobre o processo avaliativo da EAD sobre o Polo de Apoio Presencial, reflexões sobre os caminhos adotados e seus impactos sobre a organização e oferta de cursos e sobre as instituições no Brasil.
This study, linked to the research line "Training of Educators" of the Postgraduate Program in Education of the Universidade Metodista de São Paulo, aimed to promote a reflection on the evaluation process to which Higher Education Institutions are subject. Presential Support Pole, offer Distance Higher Education in Brazil. The social and economic changes that have taken place over the last decades emphasize the need for such reflection, considering the growth of enrollments in distance education courses and their representativeness in the offer of Higher Education nowadays. Thus, from the legal organization and the current regulatory evaluative process, it became necessary to understand the role of the University as an educational institution, its interaction with technology and the conditions to which the evaluation interprets this confluence on the qualitative character. In this context, the perspective of those who experience this evaluative process, in the position of evaluated, was necessary so that the express was its interpretation on the social and economic importance of such modality. Therefore, the work sought to investigate: What perceptions emerge from the narratives of the professionals who work in the Distance Learning when they reflect on the evaluation processes carried out by INEP / MEC? As a quality, does current evaluative practice accurately understand the complex relationship between the actors involved in the process of knowledge transmission in what structurally refers to a Presential Support Pole and its involvement with the community where it is inserted? From the theoretical point of view, to understand Higher Education and University (CASPER; HUMBOLDT, 2003; DIAS SOBRINHO, 2010; DEMO, 2010; SANTOS, 2011), the role of EAD (Moore, KEARSLEY, 2013; DRON, 2015) As well as the discussions about the interaction of society and education with technology (PINTO, 2005; LÉVY, 1999; GABRIEL, 2015) until reaching the evaluative relations to qualify the offer of courses and programs supported by new means of communication (DIAS SOBRINHO, And the evaluation of the quality of this study. Still, the reflections on the themes that emerge from narratives (CLANDININ; CONNELY, 2005; FREIRE, 2012, 2015) have become key to the opening of new understandings on the proposed theme. The corpus consists of six hermeneutical interviews / conversations that took place between 2015 and 2016. From the hermeneutic-phenomenological analysis emerged from the narratives of the participants' experiences on the evaluation process of the Distance Learning on the Presential Support Pole, reflections on the paths adopted and its impacts on the organization and offer of courses and on institutions in Brazil.
This study, linked to the research line "Training of Educators" of the Postgraduate Program in Education of the Universidade Metodista de São Paulo, aimed to promote a reflection on the evaluation process to which Higher Education Institutions are subject. Presential Support Pole, offer Distance Higher Education in Brazil. The social and economic changes that have taken place over the last decades emphasize the need for such reflection, considering the growth of enrollments in distance education courses and their representativeness in the offer of Higher Education nowadays. Thus, from the legal organization and the current regulatory evaluative process, it became necessary to understand the role of the University as an educational institution, its interaction with technology and the conditions to which the evaluation interprets this confluence on the qualitative character. In this context, the perspective of those who experience this evaluative process, in the position of evaluated, was necessary so that the express was its interpretation on the social and economic importance of such modality. Therefore, the work sought to investigate: What perceptions emerge from the narratives of the professionals who work in the Distance Learning when they reflect on the evaluation processes carried out by INEP / MEC? As a quality, does current evaluative practice accurately understand the complex relationship between the actors involved in the process of knowledge transmission in what structurally refers to a Presential Support Pole and its involvement with the community where it is inserted? From the theoretical point of view, to understand Higher Education and University (CASPER; HUMBOLDT, 2003; DIAS SOBRINHO, 2010; DEMO, 2010; SANTOS, 2011), the role of EAD (Moore, KEARSLEY, 2013; DRON, 2015) As well as the discussions about the interaction of society and education with technology (PINTO, 2005; LÉVY, 1999; GABRIEL, 2015) until reaching the evaluative relations to qualify the offer of courses and programs supported by new means of communication (DIAS SOBRINHO, And the evaluation of the quality of this study. Still, the reflections on the themes that emerge from narratives (CLANDININ; CONNELY, 2005; FREIRE, 2012, 2015) have become key to the opening of new understandings on the proposed theme. The corpus consists of six hermeneutical interviews / conversations that took place between 2015 and 2016. From the hermeneutic-phenomenological analysis emerged from the narratives of the participants' experiences on the evaluation process of the Distance Learning on the Presential Support Pole, reflections on the paths adopted and its impacts on the organization and offer of courses and on institutions in Brazil.
Descrição
Palavras-chave
Educação a distância, Avaliação, Qualidade, Narrativas, Polo de Apoio Presencial, Distance Learning, Rating, Quality, Narratives, Presential Support Pole
Citação
SANTOS, Rodrigo Oliveira. Educação a distância, polos e avaliação regulatória: narrativas de um quebra-cabeça. 2017. 146 folhas. Dissertação (Educação) - Universidade Metodista de São Paulo, São Bernardo do Campo.